education towards freedom: a study of catholic … · brussels and theology at louyain. on august...
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Loyola University ChicagoLoyola eCommons
Master's Theses Theses and Dissertations
1967
Education Towards Freedom: A Study of CatholicSecondary Education in Taiwan and an Attempt toDefine Some Guiding Principles for a NewPedagogyJerome J. HeyndricksLoyola University Chicago
This Thesis is brought to you for free and open access by the Theses and Dissertations at Loyola eCommons. It has been accepted for inclusion inMaster's Theses by an authorized administrator of Loyola eCommons. For more information, please contact [email protected].
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License.Copyright © 1967 Jerome J. Heyndricks
Recommended CitationHeyndricks, Jerome J., "Education Towards Freedom: A Study of Catholic Secondary Education in Taiwan and an Attempt to DefineSome Guiding Principles for a New Pedagogy" (1967). Master's Theses. Paper 2293.http://ecommons.luc.edu/luc_theses/2293
EDUCATION TOWARDS FREEDON
(A STUDY OF CA THO L IC SECONDARY EDUCATION IN TAIWAN AND AN ATTET'fPT '1'0 DEFINE SOlfE
GUIDING PRINCIPLES FOR A NEW PEDAGOGY)
JEROnE J. HEYNDRICKS, C.I.C.N.
A THESIS SUB7'lITTED '1'0 THE FACULTY OF THE GRADUATE
SCHOOL OF LOYOLA UNIYERSITY IN PARTIAL
FULFILL7'lENT OF THE REQUIRET'fENTS
FOR THE DEGREE 0 F
!fASTER OF ARTS
JUNE
1967
VITA
THE WRlTER OF THlS THESlS WAS BORN IN HAASDONK
(O.fL.) BELGlUn, DEcEnBER 26, 1931.
HE STUDlED THE HU~NITrES AT THE ST. JOSEPH SCHOOL
OF ST. NlKLAAS-WAAS. !N 1950, HE ENTERED THE SOCIETY
OF THE InffACULATE HEART OF HARY (FORElGN HrSSION
SOClETY, OFTEN REFERRED 'I' 0 AS SCHEUT FATHERS). HE
STUD rED PHILOSOPHY AT OUR LADY OF GRACE COLLEGE rN
BRUSSELS AND THEOLOGY AT LOUYAIN.
ON AUGUST 5, 1956, HE WAS ORDA lNED A PR lEST AND
IN 1957, HE WENT TO FORlfOSA (REPUB,L lC OF CHINA) AS A
nISS IONARY. THERE, HE FIRST TAUGHT PHILOSOPHY AT
PRo YIDENCE COLLEGE IN 1959-1960, THEN HE WAS ASSIGNED
TO'1f£ACH AT THE HOLY SPIRIT SEnrNARY OF TAICHUNG, AND,
LATER, TO D lRECT THE "CATHOLIC HIDDLE SCHOOL STUDENTS'
ASSOClATION OF TAICHUNG".
IN 1964, HE WENT BACK TO EUROPE AND STUDIED
CATECHETICS IN PARIS AT THE INSTlTUTE FOR PASTORAL
CATECHESlS, AND PEDAGOGY AT THE "INSTITUT SUPERIEUR DE
PEDAGOG IE". HE OBTAfNED HIS "LICENCE EN PEDAGOGIE" IN
1966 WITH A THESIS ON '~'EDUCATION EN CHINE
NAT 10 NA LIST 1£ " •
• • II
HE CAHE ~O ~RE UNI~ED S~A~ES IN 1966 WHERE HE
S~UDrED A~ LOYOLA UNIYERSI~Y~ CHICAGO~ ILLrNOIS~ IN
PREPARA~ION FOR ~HE DEGREE OF HAS~ER OF AR~S.
iii
TABLE OF CONTENTS
IN!'RO DUC!' T ON. • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • 1 S!'ATEr1ENT OF THE PROBLE1'I..... • • • • • •• • • •• • • • • • • •• 1 l1E!'HO D OF PRo CEDURE. • • • • • • • • • • • • • • • • • • • • • • • • • • • • 3 So URCEB • •••••••••• to • • • • • • • • • • • • • • • • • • • • • • • • • • • • • 5 TATwAN AND T'1'S PEOPLE ••••••••••••••••••••••••••• 6
I A STUDY OF CHANGES AND VALUES IN THE CHINESE SOCIETY
II
IN'1'RODUC'l' TON • ••••••••••••••••••••••••••••••••••• "HAR1'IONY", KEY '1'0 HA.PP TNESS.. • ••••••••••••••••• 1911, THE YEAR 0 •••.••••••••••..•••••••••••••••• THE "DEV'EL OP1fEN'1' GAP" ••••••••••••••••••••••••••• THE F A1'I T L Y ••••••••••••••••••••••••••••••••••••••
CONFLTC!' WT'1'H 110DERN LTFE ••••••••••••••••••••• PAREN'1'-CHTLD RELA!'TONSHTP ••••••••••••••••••••• HAO HA T-DZ , THE GOOD CHTLD •••••••••••••••••••
SOC TAL VALUES •••••••••••••••• • •••• . . . . . • ••• HAR1'IONY • •••••••••••••• • • • • • • • • • . . . . . • • • • . . . FACE • ••••••• /1 U'l' UAL T'l' Y •••
EV'ALUA.'1'TON OF CONCL US TON '1'0
• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • . . . . . . . . . .. . . ... '1'HESE Pn TNC T PUS •• • • • . . • • • • • • • • • .. CHAP'1'ER I . .....................•..
CHINESE EDUCATION IN 'l"R0 DU C '1' TON. • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • LEGAL DEF TN TTT ONS • •••••••••••••••••••••••••••••• OltGA.NTZA'1'TON OF THE SCHOOL SYS'1'E1'I •••••••••••••••
GENERAL INFOR l'IA'1' T ON • •••••••••••••••••••••••••• DC.AGBAlf ••• ••••••••••••••••.•••••••••••••••••••
S'l'A'1'TS'l'TCS •••••••••••••••••••••••••••••••••••••• GENERAL EV'ALUI. 7' TON OF CHTNESE EDUCA7'TON ••••• •••• CONCZ,US,TON '1'0 CHAP'l'IER II ••••••••••••••••••••••••
tV'
8 9
11 13 18 20 2:5 25 26 26 28 :50 :51 :5:5
37 :57 38 :58 :59 40 40 44
Y.
CHAPTER PAGE
III THE CATHOLIC CHURCH IN TAIWAN INTRO DUCT ION. • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • 47 1950-1960, A PERIOD OF RAPID GROWTH ••••••••••• 48 THE CHURCH TODAY, AS SEEN BY CHINESE.......... 49
THE CHUR CH IS A POWERFUL AND POLITICAL INSTI'rUTION ••••••••••••••••••••• 50
HISTORICAL REASON FOR THIS IMAGE •••••••• 50 A CTUAL REASONS FOR THIS IMAGE........... 52
THE CATHOLIC CHURCH IS FOREIGN AND WESTERN.. 54 THE CHURCH IS AGAINST SCIENCE AND AGAINST
PROGRESS. • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • 55 THE CHUR CH TEACHES GOOD 110RALS AND G IYES
AN EXCELLENT EDUCATION TO OUR CHILDREN •••• 59 THE CHURCH HAS BEAUTIFUL AND IMPRESSIYE
CEREMONIES................................ 62 THE CHURCH IS RICH........................... 6:5
How DOES THIS RELA TE TO THE ORIGINAL ITY OF OUR F.Af'l'H................................... 68
C OrlCL us lON 7'0 CHAPTER I I I. • • • • • • • • • • • • • • • • • • •• 772
IY CATHOLIC EDUCATION IN TAIWAN INTRODUCTION.................................. 73 HISTORlCAL DEYELOPMENT........................ 73 CATHOLIC SECONDARY SCHOOLS IN TAIWAN •••••••••• 76
SCHOOLS FOR GENERAL ACADEMIC EDUCATlON ••••• 76 VOCATlONAL SCHOOLS.......................... 76
LEGAL AND SOCIAL SlTUATION.................... 77 DlSCUSSION.................................... 78
WHY So I1ANY SCHOOLS AFTER 1959 .•••••••.••••• 78 WHY I1lDDLE SCHOOLS.......................... 81 SCHOLASTIC ACHIEYETfENT VERSUS AUTHENTIC
EDU CATION. • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • 8:5 SCHOLASTIC ACHIEYE1'IENT VERSUS CHRISTlAN
EDUCATlON ••••••••••••••••••••••••••••••••• 85 ROLE OF CATHOLIC SCHOOLS IN TAIWAN •••••••••••• 87 EYALUATlON OF CATHOLlC EDUCATION IN TAIWAN.... 90 CONCLUSlON TO CHAPTER IY...................... 95
Y EDUCATION TOWARDS FREEDOI1 INTRODUCT ION • •••••••••••••••••••••••••••••••••• TREStS ••••••••••••••••••••••••••••••••••••••••• L r BEllA. T t NG THE PEllS ON • •••••••••••••••••••••••••
DrSCOYEllCNG THE SELF ••••••••••••••••••••••••• INTEGRATtON OF THE SELF •••••••••••••••••••••• OPENNESS '1'0 OTHERS •••••••••••••••••••••••••••
CREATlNG A LIFE-GIrING RELA'rIONBHIP •••••••••••• IN THE F.A.l1ILT •••••••••••••••••••••••••••••••• IN THE C LA B SllOOlf • ••••••••••••••••••••••••••••
F'OTH! ... TRUE ... ND ADEQU ... TE SELF-CONCZPT •••••• HELP TO SET REAL ISTlC GOALS •••••••••••••••• DZVELOP A HAPPY GROUP SPtRI'I' tN 'l'HE CLASS ••
CHANGE 'l'11E CONCEPT OF AUTHORITy •••••••••••••• THE ROLE OF GROUP DYN ... lflCS •••••••••••••••••••
LIVING '1'0 LOVE ••••••••••••••••••••• •••••••••••• PAR.'1'IC IPAf' ION IN.A. CRR IS '1'IA N COKl1UN I'I'r • •••••• C.A.'I'ECREf'ICAL INSf'R.UC~lON •••••••••••••••••••••
CRE"'f'E A NEW RELA ~ I ONSRI P f'0 REAL IttT • •••••• ED UCA. I' ION OF '!'HER EAR I' ••••••••••••••••••••••
A POSTOLA 'I'll • •••••••••••••••••••••••••••••••••• CONCL us ION TO CHA. PTER I ••••••••••••••••••••••••
VI
96 99
101 102 103 109 111 113 115 115 115 117 118 121 las 126 129 130 131 13$ 134
FINAL CONCLUSION................................. 139
FOOTNat ES. • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •• 140
BIBLIOGRAPHI •• ••••••••••••••••••••••••••••••••••• 143
INTRODUCT ION
1-STATEI1ENT OF THE PROBL$11
THE PURPOSE OF THlS PAPER lS TWOFOLD: 1) flO
DlSCUSS AND flO DEF1NE flHE ROLE AND SlONlFlCANCE OF
CATHOL rc SCHOOLS-E8PEC rALLY flHE "HrDDLE SCHOOLS "
rN NATIONAL I8'l' CHINA 'rODAY; AND 2) 'l'O DE'l'ERI1INE SOKE
BAS rc PR1NCI PLES 'I'HA'!' 8HOULD GU r DE OUR PEDAGOG rCAL
A C'I' ro N lrr WE ARE '1'0 E DUCA 'I'E 'l'HE YOUNG CH lNESE 'I'OWARDS
AN AU'I'HENTIC SELF-1N'I'EGRATED LlJl'E 'l'HAT 18 AT 'l'HE SArrE
'I'lNE TRULY CHR1S'l'lAN.
CATHOL1C EDUCATION IN TA1WAN 18 IN lTB FIRB'I'
STATE OF GROWTH AND DEVELOPl'fEN'I'. THE TWEN'l'Y-'l'WO
l1lDDLE SCHOOLS THAT NOW EZ1S'l' ON THE lSLAND WERE .ALL,
EXCEP'l'ING ONE, STARTED DUR1NG THE UST F1FTEEN YEARS.
TH1S SUDDEN GROW'l'H TOOK PLACE IN A COUNTRY THAT lS
RAP lDLY CHANGlNG AND PR.OGRESS lNG WHl LE, AT fOHE SA1fE
TlI1E, IT lS OVER'l'HROWlNO l'1'S 'I'RADl'I'IONAL BCALE OF
VALUES AND IN'l'ERPERSONAL RELA'l'lONBHIPS. WHAT WlLL BE
'l'HE ROLE OF OUR SCHOOLS IN 'l'HE !'O'I'AL P lC'I'URE OF TIl lS
CHANGlNO SOClE'l'Y'? How WlLL 'l'HJCY FULFlLL 'I'Hla ROLE
WH lLE KEEP 1NG THE la lDEN'I'l'l'Y AS CH1I. lS 'I'lA N B CHOOLS
AND SIONS OF CHIllS'l"S LOVE.
1.
2.
WE ARE AWARE THAT OTHER CATHOLrC EDUCATORS TfrGH'1'
THrNK A TfORE EXPLrcrT QUESTION SHOULD BE DrSCUSSED, SUCH
AS: "How SHOULD ONE TEACH ABOUT THE CREATrON '1'0 THrRD AND
FOURTH GRADERS?" OR "How SHOULD ONE PREPARE A PROGR.Arf
COYERrNG A SUTfTfER COURSE ON BEL IGrON FOR S rX'1'H GRADERS'?"
WHrLE THESE QUESTrONS ARE SEEl1rNGLY TfORE DrREC'1'LY
RELATED '1'0 THE PROBLEl1S FACED DArLY BY THE EDUCATOB r'M
THE FrELD, THEY ARE NOT, rN OUR oprNrON, THE 110S'1' URGENT
ONES. IT rs OUR FrRl1 CONyrCTrON THAT '1'HE Trl1E HAS COl1E
FOR CATHOL IC EDUCATORS IN TA IWAN '1'0 TAKE A CLEAR STAND
ON S01'fE FUNDAl1ENTAL QUESTIONS-CATECHE'I'rCAL AS WELL AS
PEDAGOGICAL. BEFORE WE FUR'I'HER DEVELOP OUR SCHOOL SYS-
TEl1, WE l1US'I' DEFrNE FOR OURSEL VES WHA'!' OUR ULTrl1A'1'E
PURPOSE rs rN S'I'ARTING THESE SCHOOLS. Do WE NEED '1'HESE
SCHOOLS, AND IF SO, '1'0 WHAT EXTEN'I'? AND, FOR THOSE
THAT WE DO NEED, HOW wrLL WE l1AKE THE ORIGrNALI'l'Y OF
OUR FA r'l'H SHrNE 'I'BROUGH THE l'U'1'ERrAL rTY OF THE BUrLDrNGS
AND rNSTrTU'I'rONS? WHAT wrLL BE THE PEDAGOGrCAL PRrNcr-
PLES THAT wrLL GUrDE US rN PREPARrNG THE YOUNG CHrNESE
'1'0 EN'1'ER rNTO THrs 'I'RANSrTrONAL SOCrETY AND rN EDUCATrNG
THEl1 rNTO HAPPY HUl1AN BErNGS, SELF-RESPECTrNG CHr~SE
AND TR ULY LOY rNG CHIH S TrA NS •
3.
THIS IS WHY WE CHOOSE ~O DISCUSS ~H18 AA~HER OEN-
ERAL AND BROAD SUBJEC'I'. WE ARE Nor READY ro GO INro A
DErACLED DCSCUSSION OF ANY ABPEcr OF CA~HOLIC EDUC.l.rrON
BECAUSE WE ARE NO~ CLEAR ON FUND,A11ENTALS.
IN NO WAY DO WE CN'1'END '1'0 DRAW A CONCLUSIYE AND
DEFINC'I'E PLAN FOR A CATHOLIC PEDAOOGY. ASKCNG 'l'Rr
AfGHT QUESTIONS IS OF'l'EN THE 'Pms'l' 8'l'EP 'l'OWARDS COIUI.ECr
ANSWERS. THIS fS EXACrLY WHA~ WE CNTEND '1'0 DO. Iw
POSING OUll QUESTIONS. YARIOUS CRITICeS1tS WILL BE l1ADE.
T'frESE CR rr rc Tsrrs, HOWEYER, ARE NO'!' HE AN~ ro BE PUlGA '1' CVE
A'l'f'ACKS ON PERSOriS OR. Slf'UAf'lONS. THE AfI'JfHOA-BE1NG A
111SS 10NARY-WrSHES IU.t'HER 1'0 IDEPlf'lFY Hr1lSELF Wl'l'H rHE
CHINESE soc rEry AND CLERGY. H CS ONLY lNTEN'r 1 ON IS '1'0
OPEN THE WAY FOR AN OBtlECTfVE .l.ND srNCERE LOOK AT OUR
CA 'I'HOL rc EDUCAr ION IN eN rNA AND O'l'HER. RELATED 11.1. 'I'TERB.
2,-I1ETHOD OF PROCi.1JURI
OUR F rRS'I' CONCERN wrLL BE 'r0 DRAW A CLEAR P rC~UIUl
OF WHERE WE BrAND rODAr. WHAT IS HAPPENrNG eN f'HE
CHrNEBE SOCllC Tr? THIS wr LL BE D CSCfTSSED IN THE FrnST
CHAPTER WHERE WE wrLL HAKE A STUDY OF 'l'HE GREAf' REYO
LUTION THAT HAS f'AKER PLACE WITHCN 'l'HE CHfNESE SOCCE".
HOW FUNDAMENTAL socrAL INS'l'l'l'U'l'CONB-.l.S 'l'HE FAl'IILY-
HAVE UNDERGONE BAsrc CHANGES, HOW ~RAD1~tONAL VALUES
HAVE CHANGED, E~C. TH 18 SHOULD ENABLE US '1'0 PLACE OUR.
OWN PROBLEI'! WtTH1N THE FRAI1EWORK OF '1'111£ WHOLE P1CTUIU£
OF THE CH1NESE SOC1E~r.
IN THE SECOND CEUPTER, WE W1LL GtVE fHE NECESSARY
lNFOR1fAT10N ON THE CHINESE EDUCATIONAL SYSTE1f FOLLOWED
BY A GENERAL ETI'ALUAT10N OF 1'1'. SOtrE OF THESE PROBLJ£1IB
WILL UNDERSTANDABLY FIND THE'Ill COUNTERPAFU' IN oun
SCHOOLS.
WE WILL THEN SEE WHAT IS THE POSITrON OF THE
CATHOLIC CHURCH 1N TAIWAN, HOW PEOPLE LOOK AT IT, AND
HOW FAR, IN OUR OP1NION, HER MESSAGE CO~B ACROSS.
4.
THIS S,/,UDY, GIYEN 1N f'YE TH1RD CHAP'1'ER" WILL BE FOL
LOWED BY A DEseRI PT ION OF THE VA THOL IC SECO NDARY SCHOOL
SYS TEl'!.
GIYEN THE ABOYE INFORI'!ATION ON THE EVOLurION
WlrHIN THE CHINESE SoctETY tN GENERAL, ON THE PROBLEHS
OF CHtNESE EDUCATION, AND ON THE SIrUATION OF THE
OA'l'HOLtC CHu.RCH, WE SHOULD THEN BE IN A POSIT tON rNAr
ENABLES US '1'0 DRAW" lN OUR F1FTH CHAP'l'ER, THE NECESSARY
CONCLUSIONS REGARDING THE PEDAGOGY OF THESE EDUCATIONAL
INSrlTU'l'lONS: EDUCATlON '1'OWARDS FREEDOH.
3-S0URCES
THE DA~A USED FOR HAKlNG ~HrS 8~UDY WERE OA~HERED
FROM ~HE FOLLOWrNO SOURCES:
(A) FROM A S'l'UDY-'l'arp ruDE DUR rNa OUR 8~AY IN
TA rWAN W H1 CH SaOUGH'l' us IN CON'l'AC'l' Wl'l'H "OS'l'
OF rHB CA'l'HOLIC INSrIf'Uf'IONS ON f'~ ISLAND;
(B) FRO" D 18 CUSS rON 8 Wrf'H CA f'H OL IC EDUCA'rOBB IN
TAIWAN, LAYl1ZN AS WELL AS RELlG10US;
(C) FRO" PERSONAL CONFItON'l'A'l'ION8 WI~ HOS'l' 0'
THESE PROBLE"S WH1LE rEACHlNO IN TAIWAN;
5.
(D) FRO" f'~ 8ruDY OF DOCU"ENrs ON CHINESE EDU
CA'l'lON PREPARED AND PUBLISHllD BY 'rIlE NlN ISray
OF EDUCATlON, AND, DOCU"ENrs ON 'J'llE GBOWrR
AND DEYEL OP1fENr OF '!'HE CArROL rc CHltUCH AND
CATHOLlC EDUCA~lON IN TA rWAN PUBLlSHED BY
REP'. A. GEUSENS, C.I.C.lf. rtl THE CAf'HOLlC
TA TWAN DrRECToar;
(E) FROM T~ WORKS OF FR. L1EGE, O.P., HSGR. A.
BRlEN, AND FR. LE Du, WE HA. VE TAKEN SOMlE
1DEAS ON "'HE roP1C OF EDUCAf'ION IN '/.'HE FArrR;
AND
(F) FRO" 'l'HE WORKS OF 11. GR..ANIC'r, WE HA YE TAXEN
SO"IC IDEAS ON f'HE S'I'UDY OF CHfNESIC SOC1E'l'r.
6.
4-TAIWAN AND ITS PEOPLE
TAIWAN IS AN ISLAND IN THE PACfFfC OCEAN ABOUT
EIGHT T1ILES FROT1 THE COAST OF CONTfNENTAL CHINA. IT IS
BETTER KNO WN IN THE WEST BY ITS PORTUGUESE NA lfE OF
"FOR110SA", GIYEN BY THE PORTUGUESE WHEN THEY DISCOYERED
THE ISLAND AROUND 1590.
NAT IONAL IST CHINA, OR "FREE CHfNA" AS IT IS NOW
KNOWN, IS THE AGGLOlfERATfON OF ABOUT SfXTY ISLANDS
AROUND TAfWAN, THE 110ST fT1PORTANT OF WHfCH ARE THE
PESCADORES, QUET10 I AND I1ATSU. ITS ECONOl1Y IS BASED ON
AGRICULTURE WITH RICE AND SUGAR CA~AS ITS T1AIN PRO-
DUCTS AND SOURCE OF REYENUE. OTHER fl1PORTANT EXPORTED
PRODUCTS ARE TEA, PINEAPPLES, BANANAS AND CAlIPHOR-WOOD.
DURfNG '!'HE LAST FIFTEEN YEARS, fNDUSTRY IN THE COUNTRY
HAS BEEN RAPIDLY ADYANCfNG.
As OF 1965, THE POPULATION OF TAIWAN WAS
1 12,800,000. IN THIS TOTAL POPULATION WE 11UST DIS-
TINGUISH THREE lIAIN GROUPS. FIRST, THERE IS THE SlIALL
nINORITY OF ABOUT 250,000 PEOPLE DIYIDED AlIONG THE
VARIOUS TRIBES WHO L lYE 'IN '1'1lE lIOUNTAINS. THEY ARE
THE OR IG I NAL INHAB ITANTS OF THE ISLA ND AND ARE BEL IEYED
TO HAYE COllE FROn INDONESfA. THEY ARE OF T~ I1ALAYSfAN
7.
RACE. SECOND, WE HAVZ 'I'Im lfAtlORl'J.'Y OF 'I'HE INHASl'l'AN'1'S.
BOUOHLY 9,000.000, WHO ABE '!.'HE fA lWANBSE. THEr ARB 0'
CHtNESE OBIOIN AND SPEAK 'I'~ FUKtEN DIALEC'1' 0' 'I'HE
CHINESE LANOUAOE. AND FINALLY, WE IUVE 'I'D CON'I'lNInI'l'AL
CHINESE, APP.ROZl~'J.'ELY S.OOO,OOO, WHO CANE '1'0 TAIWAN
wt'l'H mE AIUfY OF PIUtStDEN'.t CRIANO IA f SBJrK, OB FOLLOWED
Ht1f A'l' A LA'l'ER DA'l'E.
TAfWAN HAS BEEN UNDER 'l'HE tlAPANESl£ OCCrJPA'I'fON FRON
'I'Hl£ END OF ~BE SENO-JAPANESB WAR fN 1895 UN'l'fL 'l'RB END
OF WORLD WAR II fN 1945, A,.!'EA WYlCR f'1' WAS AE'l'URNIlD 1'0
NA'l'fONALfS'1' CHrNA.
CHAPTER 1
A STUD! OF OHANGES AND VALUES IN THE CHINESE SOCIETY
INTRODUC TION
ONE HUNDRED YEARS ts NOf' A LONG f't1tB t, ONE COII-
S tDERS f'RE LONG H r8 f'ORY 0' A COUNf'RY SUCH AS CHtIlA.
YEf'. WHAf' HAPPENED DURrNG '1'HtS LAS'!' CENf'URY til CHrNA
HAS PERHAPS BROUGH'l' ABOUf' AS 1fANr CHANGES AS WERE 1fADE
tN f'RE 11ANr, 11ANY CENf'URtES f'HAI' P/urCEDED.
THE VALUES Br WH tCR f'RB CHtNEBB 0,. f'ODAY LtVIl AltE
ENf'rltELr Dr,.,BBEN'1' 'lt01l f'HOSE 0' f'RErR. QltAND,Af'BERS ~O
11rGB'1' S'1' r LL BE L t VrNG W rf'R f'HE11. T8 CODE '1'1l.A I' DE'J!Elt-
1IrNES BA1U VtOR. 'PODAY rs BASED ON '1'O'J!ALLY DC"ERBN'l'
RULES AND CONVEN'l'CONS 'l'HAN f'HOSE OF 'l'WO GENER.A'1'tONS
AGO.
THE DAf'E !'HAl' COULD BE BAtD '1'0 BE f'HE o"ccrAL
S'1'ARf' 0' ALL I'HCS CHANGE CS OC'!'OBER. 10, 1911-f'HE 'l'ER-
1frNA'l'toN 0' !'HE CHtllEBE ltEVOLUI'CON. BuI', AB WE WtLL
LAf'ER NO!'E, fiRE CHANGlNG PROCESS GOES ON.
AB WE BEl' OUf' 1'0 Sf'UDY OUR CAf'HOLlC EDUCAf'CON tN
fA CWAN, WE 1fUSf' UNDERBf'AND f'RE mo,o UND AND IIA rN'UL
8.
CRrsrs THAT 'l'HE (JHtNESE PEOPLE HAYZ UNDERGONE srNC1£
1911. ANY OBBEnYER WHO Tl'lSr'1'ED CRtN.A wrLL AGR.EE HOW
'l'RUE THE WORDS ARE THA'1' DR.. SUN fAT' SEN SPOKE BEFORE
HE DtED: "THE REVOLUTrON rs NO'l' YE'l' COl1PLE'l'ED •••• "
fiE wrLL. 'l'HEREFORE, rN 'l'HIS FlRS'!' CHAPTER rNDl
CA'l'E THE rl1POR'l'ANCE OF 1911 rN '!'HE H rs 'l'ORY OF CRrNA
.AND 'l'HE CHANGES T'HAT RAYE TAKEN PLACE srNCE. THEN WE
wrLL STUDY THESE CHANGES rN THE HORE CONCRETE SE'l''l'rNG
OF THE CHrNESE FAlfrLY, WHICH WtLL BE FOLLOWED BY A
sacra-CULTURAL AND psrCHOLOGlCAL STUDY OF SOlfE BAsrc
VALUES DETERlfrNlNG HUlfAN BEHAvrOR rN THE CHtNESE
Bocr E'1'r.
1- "HARI10XI", lEI TO HA.PPINESS
9.
IN 'J.'1lE 'l'RADr'1'IONAL (JHrN1£BE PHrLOSOPHY OF L rFE, 'l'WO
REALt'l'rEB DE'1'ERlfINED '1'HE PRrVA'1'E AND BocrAL LlFE OF 1£CN
-"NA'1'URE" AND "SOClS'rY". THZ CHINESE BELrEVED rN 'rH1£
GREA'l' "ORD1£R" '1'RA'1' DrMcrs BO'1'R NA'l'URE AND SOC IEry
KEEP ING HAR1I0NY BE'l'WEEN T1IJC 11. HAP P tNEBS THEN, FOB 'l'1IE
CHtNESE, lfEAN'1': 'r0 UNDERS'1'AND 'l'~ BULlNG PRlNCIPLE OT
'l'RE UNrVERSE SO '1'BA'1' ONE CAN ORGANlZE Hrs LlTE IN HAR-
1I0NY WlrR NATUR1£. ONE OF 'l'H1£ MASONS FOR 'l'H1£ EAQE1tNESS
OF 'l"HE CHINESE 'l'0 STUDY WAS MElR DEsru 'r0 COilE '1'0 'rilE
UNDERS'r.AND lNa OF THE "Lc" -'rHE PR CNcr PLE TNA'r RULED
"NA~rmE" AND "SocCErr". THE FAlfOUS FRENCH SrNOLOGUE
purs C'1' rHrs WAr:
"THE ORDER wrey If AN F1NDS rN '1'HINGS 18 '1.'HE SA~ AS THE ONE WnrCH RULES SOCCAL ORDER. WHAT If AN DOES lN socrErr F1NDS lTB ECHO CN '1'HE ORDER OF NA'1'URE. THERE rs A VERr NAIlROW RAPPOR'l' BE'l'WEEN If AN AND THE COSlfOS, SOC1Zry AND NA '1'UIlE.
"JUS'l' AS '1'HE WES'l'ZltN ltAN IlEL IES ON HCS REASON, SO 'l'HE CHINESE HAS FULL CONFrDENCE 1N ~HCS LA W OF t'ORDEIl t WHCCH au LES EVER. rTH1NG. ,,2
10.
HAN FOIHIZD ONE UN1'l'r WC'1'H 'l'HE COSlfOS. THE El'fPEIlOIl
WAS THE CENTRAL FfGURE S'1'ANDING IN BE'rWEEN SO'rH. HE
WAS THE S Yl'fBOL AND A C'l'U AL AGENT OF UNITY AND HAFl.T10N'Y
BE'rWEEN NA'l'URE AND COSHOS. ALL 'rHE C1T1ZEN8 OF 'rHE
EKPrRE WERE DrREC~ED ~OWARDS Nr~ BECAUSE ~HErR HAPPCNESS
AND ~HE HARlfONY OF 'l'HE CR L tV ES DEPEND ED ON H CIf. THROUGH
'PHE WHOLE SO C 1E 'rr RAN A VER'Pl CAL L lNE calf rNG DOWN FAa If
rHE ElfPEIlOA AND PAssr NG ~HRO UGH 'l'HE 1flN 18 'l'ER S, ADlt lNr8-
'l'RA'l'ORS, FA~HERS rN 'l'HE FAlflL1ES, ~EACHERS, DOWN '1'0 ~HE
cr~lZEN AND THE CH1LD lN THE "AltlLr. TH18 L1NE DErJm,-
IflltED 'rHE rN~1J:RPEFl.SONAL REL.A. .... "10N8HlPS BE'l'WEEN C l'rtZEN8,
GlVING EACH ONE HtS RtGH'l'S AND DU'rlES A8 DEIHYED FR011
'l'HOSE OF 'rYE E~PEROR. JUST AS THE ElfPEROR WAS 'l'YE RULEA
01' THE ElfP fRE, REBPONB 18LE FOR PEACE AND HARlfO NY Wt!'R lN
11.
SOClETY, BUT AT THE SAr1E 1'lff1£ ENTCTLED TO THE TOTAL
OBEDlENCE AND LOYE OF ALL ClTlZENS, SO WAS THE FATHEB
WfTHlN THE FAl'1rLY, THE TEACHER WrTHIN THE SCHOOL, ETC.
THE rR CONCEPT OF DUTY WAS OF A SOC rAL NATURE DE-
SIGNED TO KEH:P HARl'fONY AND PEACE. ONE HAS TO DO IIfS
DUTY TOWARDS HfS PARENTS IN ORDER. TO KEEP PEACE AND
HARl'10NY WITHCN THE FAl'1fLY. IF THE STUDENT DISOBEYS
HIS TEACHER, HE DfSTUR8S HARMONY AND SO CAUSES EYCL.
As NENG Dz SArD:
"IF EVERYBODY LOYES THE ONES HE SHOULD LOYE, AND RESPECTS THOSE HE ffUST R$.SPECT, THERE WILL BE PEACE tN THE WORLD. II;:'
2-1911, THE fEAR 0
THEN CAl'1E THE REVOLUTrON IN 1911. ONE l'1UST TBY TO
REAL lZE THE 71EANrNG OF '1'H t S CHA NGE AND HO W rT TOUCHED
THE VERY CONCEPTlON OF LrFE OF EYERY CHtNESE CtTfZEN.
THE GR.EAT AUTHOR OF THE BEYOLUTrON, DR. SUN fAT SEN,
OYERTHREW THE El'1PfRE AND nT ONE COUP REPLACED '1'1-11£ ONE
WHO, SlNCE CENTURlES BEFORE, WAS THE ONLY MEDlATOR BE
TWEEN "HEAVEN" AND "SOCEETY", THE AU'l'HOR OF AL L HARl'10NY
EN SOCrETY, THE AXIS AROUND WEI rCH TUR.NED THE WHOLE
CHl NESE CO l'1l'1UNr TY FOR l10RE THAN TWO THOUSAND YEAns:
UN'1'rL THEN, LIFE, HAPPlNESS, BARKONT AND DUTY WERE ONLY
12.
UNDERSTANDABLE AS A FUN'CTtON OF "THE ONE WHO RU£.ED THE
ET1PtRE". AFTER 1911. THERE WAS TO BE PiO ElfPEROR. THE
NEW AUT!!OR OF PEACE AND HAR"ONY BETWEEN REA VEN AND
EARTH WAST 0 BE "THE PEOPLE" OF THE NEW DE!'fOCR.ATtC
REPUB LtC OF CRt ."VA. DNE CAN UNDERSTA N D THA r TT W tLL
TAKE THE PEO PLE SOl'fE Tt 11E BEFORE THEY LEARN TH ts rlEW
ROLE. To OYERTHR.OW THE OLD REallfE WAS ONLY A HATTEFt OF
A FEW YEARS. To CARRY OUT THE REYOLUTlON WAS TO BE A
LONG AND PAtNFUL PROCESS.
AND THERE WAS lfORE. FOR HORE THAN TWO lflLLENlfl1fB
CHrNA HAD Ll VED tN A£110ST TO TAL lSOLAT lON. CONS r DER. lNG
lTSEL,. 2'0 BE 2'HE "ElfP IRE 0,. THE CENTAE" AND AL L THE
OTHEAS AS f'HElA DtSCIPLllS. TRElR ADlfI1tE1tB. OR AS BAR-
BAR IANS. ONE 0' 2'HE ANCIEN2' CRlNESE SAYINGS IS:
"HERE ON EAR2'R. NO TERRI2'ORY THAT DOES NOr BELONG '1'0 THE E'f'fPtR.E, NO LlYlNG BEtNG TIlA'!' IS NOf' SflBlft'l"l'ED 2'0 THE SON 0' HEAVEN."4-
Bu'l' A'l' 'l'HE END 0' 2'HE NINE'l'EEN'l'R CEN2'URY, CHINA FO fiND
I'l'SELF SUDDENLY CONI'1tON2'ED WI'l'H A CIVILlZA'l'ION 2'JU TWAS
'l'O'l'ALLY Dlll',E1tENT '11.011 12'S OWN AND APPAREN2'LY SUPERIOR
IN ITS ~TERIAL ASPECT. THIS CONTACT WI2'H 2'HE WEST
lfADE CHINA AWARE OF ITS NEED ,.OR. tNDUSTR.Y, 'l'ECHNIqUE
AND POSI2'lYE SCIENCES. BUT '1'0 IN'l'AODUCE SCIENCES ALSO
lfEAN'l' 'l'0 INTRODUCE A WHOLE DlFFEREN'l' WAY OF THINKING.
THE CHrNESE LOGrC SEEKS ~O UNr~E; THE WESTERN LOGICAL
WAY OF ~HINKrNG SEEKS TO ANALYSE AND TO DIYIDE.
13.
I1ANY FUNDA1'fEN~AL QUES'I'lONS CAf'lE UP AT THE SAHE
'rlllE. CAN mlS NEW FORlI OF LOGIC CO-EXIST Wl'1'H THE OLD
WAY OF THINKrNG? WILL 'I'HE PEOPLE BE ABLE '1'0 UNDERSTAND
THElR NEW nOLE AS RULEnS OF '1'HErn. OWN L rYES? AND HOW
WAS THE '1'RADr'1'IONAL HARNONY-SEEKING CHINESE, LOYEn OF
NATunE AND wonSHIPPEn OF THE UNrYEn.SE, '1'0 GROW 1NTO A
CREATOR, .A BUILDER AND A 'I'RANSFORlIER OF NATURE?
IN SHOR'I', 1911 DrD NO'l' ONLY HlCAN.A POL1TrCAL REYO
LUf'rON OR A CHANGE OF GOYERNlfENT. If' WAS lIUCH 1108,1£
THE VERY FO UNDA '1'r ON OF CHl NESE PH rLOSOPHY, AND FOR 'I'HA I'
1UT'l'ER, THE m YDY IDEN'1'lTY WAS SlUKEN AND CHANGED COtf
PLETELY. A NEW IDEN'I'l'I'Y IUD '1'0 BE DFINED AND rf' WOULD
BE 'I'HE DrF'lCUL'1' TASK 0' 'l'HE CO 1I1NO OENI£1U. '1'1 ONS TO DE
'l'ER1frNE 'l'HA'l' rDEN'l'l'l'Y WrTHOU'l' 'I'0'l' ALLY RENO UNC rNG THE
rNVALUABLE TREASURES OF mE PAS'l' BUT 'l'RANSFOAtf rNG 'l'FJr1f
AND 1fAKrNG 'l'HE 11 USAB LE FOR 'l'HE NEW SOC rE'l'Y.
1911 'l'HEN 1fEAN'I' A NEW S'I'Aln'. 1'1' WAS '1'HE rEAR O.
$-THE DEYELOPI1EHT GAP
No ONE SAW '1'HE rllPOR'l'ANCE OF MA'1' nOnEN'1' BE'1'TER
THAN DR. SUN lA'l' SEN HrtfSEL'. HE WAS A QENrUS WHO WAS
14.
ABLE '1'0 UNDERS'1'A N D THE H1S'l'OR ICAL 1 l'tPOR'l'ANC E OF THAT
T'fOl'tENT AND WHO FlA D THE 'l'ALEN'1'8 '1'0 PRO POSE A NEW WAr OF
L1FE 1'0 H1S PEOPLE. IN H1S BOOK, "SAN I1rN CHU II"
("THE THREE PRINC IPLES 0' DElfOCRACr"), WHrCH rs A COlf
PILAf'rON or THE CONFERENCES HE GAYE ON THE 'l'HREE PRtNCI
PLES OF CHlNE8E DElfOCRAcr, HE EXPLArNS THE BABIC PHILO-
SOPHY OF 'rUE NEW WAr OF L1FE OF 'rHE CHINESE. IN FAC'l',
tT IS THE THEORr ON 'l.'HE FOR1U.TrON OF A NEW 'l'YPE OF PUN,
A NEW CHINESE lN A NEW ERA OF CHINESE HtS'l.'OBY.
TH1S WR1TER, lN A 'l'HES tS PRESENTEDA'l' 'tHE "INSf' lTU'1'
SU PER lEUR DE PEDAGOG lIE" lN PAR lS, HAS 'lUDE A S'l'UDr 0.,
'1'H1S "NEW 'l'YPE OF rlAN" AS PRESEN'l'ED lN 'l'HE 'l'HEORY OF
DR. SUN IA'l' SEN. HE FOUND '!'HA'1' 'l'HE CHARAC'1'ER1S'1'lCS OF
'l'H1S NEW lfAN WERE '1'HE FOLLowtNO: THE NEW CHlNESE, 1"
BE LlrEB ACCORDU/O 1'0 B1S COUN'1'RY'S SASlC BEL1Ers AND
PH1LosOPHr, W1LL BE NAf'lONALISf'lC. COlflfUN1'l'Y-lflNDED,
WORK LorlNG (INCLUDING lfANUAL LABOR) AND POLtT1CAL
lflNDED.
WE ARE NOW lN 'l'HE rEAR 56, S'l'AR'1'tNG '1'0 COUNf'-AS
'1'HE CHINESE CALENDAR DOEB--FROT'f '1'BE rEAR 1911. How FAR
HAS HE PROGRESSED 011 HtS WAY OF '1'Of'AL IlErOLUf'toN EZE
CUI' 'ING THE "SAN I1tN CHU It" OF DR.. SUN? Is f'HtS "NEW
'1'rPE OF rlAN" REALLY OROwtNO? DtD HE BEC01fB A f'RUE
15.
DET10CRACY-'If INDED 011 rNESE? HA Ylt 'l'IlEY REACHED f'HB Bf'A GE
WHEAK PEOPLE ARE BEALLY COnMUN1'l'Y-OR1EN'l'Af'ED# BAf'HBR
'l'HAN CLAN OR FA 'lflLY CEN'l'ERED?
ONE CAN HARDLY SAY 'l'HA'l' # BVEN WIll LE EX'1'ERNAL OB
SERVA'l'lONS SHOW A RAP1D DEYELOpnrNf' OF INDUS'l'RY lN 'l'NE
COUN'l'RY, 'l'HE GENERAL SOC10LOG1CAL AND PSYCHOLOGrCAL
LEVEL 0' DEYELOpnrN'l' OF' 'l'IIE PEOPLE H.AS KEP'1' APACE. IN
O'1'HER WORDB# '1'HERE rs PROGRESS AND DEVELOpnrN'l' OF
'l'ECHNH/UE AND rNDUS'l'RY Wr'l'HOU'l' EqUAL OR SUF,tcrEN'l'
CIUNGE tN '1'HE A'1''l'l'l'UDES, Y ALUES AND SELF-r'lfAGE OF 'l'HE
OHtNESE PEOPLE. WH1LE '!WE COUN'1'RY IS RAP tDLY nOVrNG
'1'OWARDS INDUS'1'RIAL tZA'l'rON, '!'HE PEOPLE HAVE CO'lfB 'l'0 A
S'l'AND-S'l'rLL A'1' '1'RE PRE-rNDUS'1'R1AL B'l'AGE. NO'1' 'l'HA'l' 'l'HErR
SKrLLS AND KNOWLEDGE ARE lNADEqUA'1'Ei r'1' rs RA'l'BER 'l'HE
PSYCHQLOGY OF '1'HE OHfNESE 'l'HA'l' HAS NO'1' nOYED ALONG Wrf'H
'l'HE 'l' 11'fE •
TH1B lS WHA'l' WE WOULD CALL 'J'HE "GAP" 'l'HA'1' EZ1S'l'S
BE'I.'WEBN '1'HE GENER.AL GOALS AND VA LUES '1'HA'1' ARE PROPOSED
AND 'l'.AUGH'l' BY '1'HE COUN'l'RY tN '1'NE "SAN IflN ONU Ir" AND
'l'HOSE ACTU.ALLY L1YED BY 'l'HE PEOPLE. T~ .A'l''l'l'l'UDBB AND
VALUES OF 'l'HE AVERAGE OHINEBB BELONG '1'0 ~E AGR1CULfVRAL
B'l'AGB OF OH1MrBE HrS'1'ORY, KNOWN FOR l'1'S H1BR.ABCHrCAL,
AU'rHOR1'rARIAN, AND NON-DET10CRA'rlC CHARAC'1'ER1S'l'lCB.
16.
I'!' IS KNOWN IN SOCIOLOGY '1'HA'1' '1'HE CHARAC'l'ERIS'1'ICB
OF 'l'HE INDUS'1'RIAL SOCIE'l'Y DEYELOP FRon 7'HE APPLICA'l'lON
OF scrENCE 1.'0 NA'1'URE AND '1'0 !fAN'S lNS'1'l'1'U'1'lONS. TH1S
HAS 1'1'8 BEAR1NG ON !fAN AND ON H1S WAY OF L1Y ING. IN
CHlNA. '1'HE lNFLUENCE 01' '1'HrS !fODEIlN CHANGE ON 'lU.N 18
PFUCSU11ABLY NO'1' YIC'!' SHOWN. THE REASON FOR 7'H1S. lN orm
OplN10N, lS '!'HE RAplD AND SUDDEN '1'RANS1'1'10N FR011 '1'HE OLD
SOCrIC'1'Y lN'1'O '1'HE NEW 1fODERN WORLD. DR.. SUN fA'1' SEN'S
REVOLU'1'ION lN CHlNA COULD ABOL1SH '1'HE E11PIRE IN A FEW
110N'1'HS. BU'!' WHILE REHOV1NG 'I'HE ONE WHO WAS CONSIDERED '1'0
BE '1'HE BUPRE11E llULmAND '1'HE COORD1NA'1'OR OF HUHAN SOC1E'1'Y
AND '!'HE COS110S, HE COULD NO'1' REPLACE Hl11 1I'tHED1A'!'ELY
Wl'1'H A NEW BE'!' OF YALUES AND A'1''1't'1'UDES FOIl '!'HE OH1NESE
PEOPLE. THESE HAD '1'0 BE '1'AUGH'!'. THEY 11US'I' GROW lN A
LONG AND PA1NFUL PROCESS WHICH IS S'!'lLL GOING ON RIGH!'
NOW.
THE CHI NESE l1A D L lYED FOR. CEN'1'U1l1 IrS IN AN EX'1'RE11ELY
CLOSE RELA!'IONSHtp WI'!'H NA'1'URE. THIS WAS A RELA'!'IONSHIP
011' HAR110NY AND PEACE, NO'!' OF DO!flNA'1'ION OR "'1'AKIN(J POS
SESS rON" f'f' OR.DER '1'0 CONYER'I'. CHANGE OR IlE -SHAPE NA'1'URE
AS OCCIDEN'1'ALS DO. fIr '1'. 110DER-N 'l'ECHNOLoay DE1fANDS 'PIlAf'
'1'HE Y DO '1'HE SAlfE AND SIreD 1fE AGGRESSORS 011' NA f'rntE lNS'I'EAD
OF WORSHr PPERS.
17.
TECHNOLOGY IS ENTERfNG CHlNA ONLY AS OF THE LAST
FIFTY YEARS. THE CHINESE IS TAKING POSSESSION OF NATURE,
HE rs FIGHTING IT IN ORDER TO DOMINATE, BUT Hrs ANCIENT
LOVE OF NATURE IS STILL THERE. IN OTHER WORDS, WHlLE HE
IS ACTING .ACCORDING TO THE CODE OF THE NEW WORLD, HE
STILL KEEPS HIS OLD CODE .AND TRE.ASURES IT.
NAN AS .A CREATOR, BUILDER .AND TRANSFORMER OF NATURE
IS NOT A TR.AD IT IONAL CHINESE Il1AGE. BEFORE TH IS ENTERS
FULLY INTO THE A '1''1' lTUDES AND VALUES OF THE PEOPLE CER
TAIN OBSTACLES WlLL HAVE TO BE REMOVED.
WHAT WE DESCRIBE ABOVE AS HARlfONY WITH NATURE OFTEN
LOOKS IN PRACTICE LlKE SOlfE FORlf A PEACEFUL COEXISTENCE
WITH NATURE. IN fTS EXTREME FOR 11, ONE MIGHT CALL IT FA
TALlS71 BY WEIlCH CHlNESE EASlLY SUBl'ffT TO WHATEYER HAP-
PEYS. Iy A SOCfETY THAT lS STRUGGL TYG FOR PROGRESS AND
RENEWAL THIS A TT lro DE lS .A STRONG NEGAT rYE FACTOR OF
CHANGE.
ANOTHER STRONG NEGATIVE FACTOR fS THE TR.ADfTfONAL
CONTEl'fPT OF THE CHfNESE FOR ANY FORH OF ~NUAL LABOR.
EVEN THE STRONG CRlTlCfSl1 OF THfS BY DR. SUN, AND BY
PRESfDENT CHUNG HIl'fSELF, DfD NOT CHANdE THlS. SCHOLAR.-
SHfP HAS TRADfTIONALLY BEEN SO HlGHLY PRAISED IN CHINA
THAT ANY WHlTE-COLLAR JOB lS LARGELY PREFERRED BY ITS
18.
PEOPLE ABOYE ANY OTHER. JOB. EVEN IF AT TU1ES lfANUAL
LABOR l'tA Y EARN HI71 /'fORE 710NEY.
ALL THfS SUGGESTS THAT rIP UNTlL NOW, CHANGES THAI'
HII. YE f'AKEN PLA CE ARE rfA CNLY EXTERNAL STRUC TURES OF DElfO-
CRATlC FOR1'fS OF GOVERNffENT. CNST rTUf' IONS. ETC. IN /'fANY
WAYS THESE CHANGES HAYE ALSO TOUCHED ~E WAY OF LIFE OF
T1IE PEOPLE AND THEY ARE tN FACT BEHArING IN "'lAYS DIF-
FERENT FROlf THE TRADtTIONAL ONES. lET THEIR BASIC AT-
TlTUDES ARE STrLL SHAPED ACCORDlNo TO THE OLD VALUES.
TlfIS CA USES PEOPLE 1'0 I" rYE, ffORE OR LESS, IN AN AI" IEN-
ATrNG srTUATION BECAUSE OF THE LAROE DIFFERENCE BETWEEN
THE IND IYIDUAL 71A TUR tTY 0,. THE PEO PLE AND THE orTIC rALLY
U1POSED STRUCTURES OF GOYFRNI'tEN'1'.
4-THE FAI1ILY
THE '1'RADITIONAL CHINESE FAl1ILY WAS OF THE HIERARCHI
CAL TYPE WHERE THE "PATER FAl1ILIAS" WAS AS THE LITTLE
El1PEROR IN A Sl1ALL El1PIRE. HE WAS THE RULER AND ALSO TH
AGENf' OF HAR110NY AND PEACE WITHIN THE HOlfE JUST AS THE
ElfPEROR WAS FOR '/!HE WHOLE COUNTRY. HE HAD THE POWER OF
GIYING ORDERS AND EVERY l1EHBER OF 'J'HE F.A.l1ILY HAD TO OBEY
THElf ACCORDING '1'0 THE VCRTUE OF "Hs lAO". I. E. FILIAL
PIETY. THEY EXPRESSED T~IR TOTAL OBEDIENCE AND BUB-
HrSSION OCCASrONALLY BY DOrNG THE "K'O T'OU", DUn-lNG
19.
WHlCH ~HEY KNELT DOWN ON BOTH KNEES, BOWED TffEln HEADS
PROFOUNDLY UNTlL ~HEY TOUCHED THE GROUND.
No OT~R lNSTl~UTlON rN THE CHrNESE SOCTETY WAS nORE
l~PORTANT AND ~ORE CONSTrTUTlVE OF ATTlTUDES AND VALUES
THAN THE FAnrLY. I!' WAS THE NUCLEAR UNt~ OF PRODUCTtON,
PROCREA1.'tON, AND EDUCATtON. THERE WAS A GREAT l1UTUAL
CONCERN A110llG ME 'f'JEM1JEFtS AND A STRONG FEEL lNG OF SO L r-
DARr~y. ALL THtS WAS DULY tNCULCATED ACCORDtNf'J TO THE
OLD PRrNCTPLES OF THE CODE AND THE vrRTUES OF BROTHERLY
LOVE AND FtLtAL PtETY. STtLL TODAY '!'HESE CHARAC'1'ElttS-
Trcs ARE ~urTE OSVtOUS.
THE TRADrTtONAL Cf{rNESE FAl1lLY tS VERY CONSERYATlYE,
EAGER '1'0 PRESERYE r'1'S ANCESTRAL HERlTAGE IN HABrTS, MU
TUAL RELATrONS, AND EDUCATrOll AS WELL AS tN rTS POSSES-
srONS. PARENT-CHrLD RELAlJ'lONSHlPS ARE BASED ON AUIJ'HORtTY
WrT'Fl THE CHrLD ALWAYS rN THE SUBl1rSSlYE ROLE, BEADY IJ'O
OBEY. WHATEVER THE COrt1'fAND OF THE PARENIJ' nAY BE, THE
yrR'1'UE OF "HsrAo" COlf1'fA'tIDS Hr1'f '1'0 OBEY. YET, A'!' '1'Hll SANE
TurE, IJ'HER.E tS IJ'HE IJ'ENDETHIESS OF FANlLY LurE, GENUrNE
AFFECTrVE RELATlONSHrpS BEIJ'WEEN mrMDERS, AND A STRONG
COl1ESrVENEBS.
THrS STRUCTURE F tTTED THE A 1IC tENT SOC rET Y WHERE B'l'A
B rL rlJ'r, PEACE, AND HARNONY WAS SOUGHT BEJlYJR.E ALL AND WHERE
20.
ANY rORlf OF CHANGE WAS TEL'l' THREATENING TO THE GROUP.
BUT ONE CAN InAGINE THE SUFFOCA'l'ING A'l'I!OSPHERE WHEREIN
'l'HE Y LIYED. THE YOUNG lfARIHE D CO UPLE STAYED 'l'HE In WHOLE
LIYES WI'l'HlN 'l'HE ENCLOSURE OF THE GREA'l' PATnIAllCHAL
rAlfILY. THE YOUNG FATRER TELT HIS RIGHTS Crm.'l'AILED BY
THE "PA'l'ER. FAI1ILIAS" WHO RULED ALL 'l'HINOS, EVEN IN l'UT
'l'EnS CONCERNING THE EDUCATION OF HIS GnANDCHILDBEN.
THE WELFARE OF 'l'HE FAlf ILY PRZYAI LED BETORE f'HAT aT
'l'RE INDIYIDUAL. PERSONAL AI1BITIONS, DESIRES, AND HOPES
HAD '1'0 BE KEPT ASIDE AS LONG AS 'l'HEY INfiERTERED WIfiR
'rHOSE OF' 1"1l E FAM ILY. LOYAL flY '1'0 'I'RE FAnI L Y CAlfE FIR ST.
THIS, OF CO URSE, WAS AN UIPOR'1'AN'r SOURCE OF SECURlf'Y
FOR mE 7fET1BERS OF THE FAT1ILY, BUT IT WABALSO AN OB
S'l'ACLE TO Jl'tTR'l'HER PROGRESS. THE INDIVIDUAL IN SUCR A
TA11ILY PAID FOR HIS SECURITY AT THE COST OF HIS OWN
INDEPENDENCE. HIS L lYE WAS SO'rH PRO'l'EC'l'ED AND L II!If'ED
BY THE INTERDEPENDENCE A110NO 'I'RE 11E111JERB OF HIS FA1!tLY.
CONFLICT WI TN /,!ODERli LIFE
THIS LIFE IN 'l'O'1'AL SUBI1ISSION '1'0 ONE'S FAI! tLY GOES
AGA I NS 'l' THE REQU lREI1EN 'l'S OF 110 DERN LIrE. TODAY, THE
INDIVIDUAL, IN ORDER '1'0 SUCCEED, I!US'!' PUFLSUE PERSONAL
AnBI'l'IONS AND SHOW INI'l'IA'l'IVE IN EN'J.'ERPnISE. THIS IS
Il1POSSISLE IF ONE LIVES IN THE "STRAIT JACKET" OF THE
TRADITIONAL FAl1ILY LIFE.
21.
IN THE ANCIENT SOCIETY~ I., ITTLE OR NO ADAPTATION WAS
RE~UIR.ED FBOH THE YOUNG BOY SINCE EYERYTHING WAS BASED
ON THE WOTION THAT l'fORAL LAWS ARE UNCHANGEABLE. HE
LEARNE D THEH AND I., IJI'ED FIlS WHOLE L IF E A CCOR DINa L Y.
BUT fNDUSTIHALfZATION AND POSTTIVE SCTllNCES HAVE
REYOLUTIONIZED THIS ANCfENT WAY OF LIYING. "eHA WGE" IS
THE KEY-WORD '1'0 INDICA'l'E THE BASIC l1EANING OF THIS REVO
LUTION. IN ALL THE SECTORS OF SOCIAL LIFE l1AN GOES
TOWARDS RELATIONSHIPS OF "EXCHANGE" AND "DIALOGUE".
ANOTHER EXAr1PLE OF TRIS CONFLICT APPEAR.S IN AUTHOR-
ITY PR.OBLEffS tN INDUSTRY. Up UNTIL R.ECENTLY, AUTHORTn
ffEANT OBEDIENCE AND TOTAL SUBl1ISSION. TODAY, l1AN SPEAKS
OF IJDE110CRACY" OR GROUP DECISIONS. ! ... VEN THE 'rERl1INOLOaY
USED INDICATES AN 111POR.'rANT CHANGE IN mE l1ENTALITY AND
RELATIONSHIPS OF THE CHINESE. WE SPEAK OF A "LEADEB"
("L ING Hs IOU" IN CHI NESE), INDICATING rEA11WORK BATHER
THAN THE VERTICAL RELATIONSHIP OF SUBl1ISSION TO .AU'l'HO~.
THESE CHANGES HAVE HAD AN IHPOR'rAN'r EFFECT UPON THE
FA71'ILY. Tmc GREA'!' PA'1'RfXRCHAL Jl'A71ILY LIVING TOGETHER. III
O"E E"CLOSURE HAS PRACf'rCALLY D rSAPPEARED.TTIE YOUN(J
71'ARRrED COU PLE (JOES '!'O THE C f'l'Y WHERE rHEY LIVE SEPAAA TED
22.
FROl1 THE Ill. PARENTS A liD WITH f1UCH 110RE INDEPENDENCE OF
THE WlFE FR071 HER HUSBAND Af{D OF THE CHILDREN FR01'( '!'HErR
PARENTS.
BU'l' HERE AGA TN, '1'HIS CHANGE DrD NO'1' HAPPEN SUDDENLY.
IT IS A 'PROCESS 0]1' GROW'l'H AND OF T1U.PlSITION WR'ICH IS NO'l'
QUlTE FlNISHED. NEW PATTERNS OF RELA'l'IONSHIPS ARE BEING
CREATED WHILE OLD ONES S'!'lLL CONT1NUE TO ZX1S'1'. I'P lS
HERE !'HAT THE CONFL lC'!' IS GREA'!'ES'!'.
THE S!'A'l'US OF A Jl'A1'(lLY OR AN lND1VIDUAL rN NODERN
SOCIE'!'Y DEPENDS NOnE ON PERSONAL ACH1EYEKENT THAN ON
FAf'lILY WEAL'!'H AND PRES'!'lGE. RELA'!'IONSHIPS WILL BE NORE
tlOB-CEN'PERED 'PHAN I"AN1LY-CEN!'ERED. THB1UCFOR.E, ME INDl-
YIDUAL WHO HOPES !'O ADYA NCE IN soc IE '1'Y WILL BE 110RE IN
CLINED '1'0 ACCEP!' DEPENDENCIES CONNEC'l'ED WI!'H HIS tlOS
'l'HAN WI'!'H THOSE OF HIS FA1flLY. lE'l' THERlt ARE H1S OIU ND-
PAREN'PS AND '!'HE OLDER FOLKS wno KEltP 'l'0 THE OLD RULES
AND WAN'!' '!'O EX'l'END '!''HE III PltO'!'EC'l'rYE AIU! OYER. 'tfHE DltC 1-
SIONS OF 'tfHEIIl CHILDltEN. ffYILE DEVELOP1NQ Hrs RELA'l'ION-
SHIPS 0 U'l'S IDE, THE CHr LD S'l' 1 LL HAS ALL THE DU!' rES OF SUP-
POR!' AND lfU'l'UAL HELP W1THIN 'tfHE FAWILY. THIS IS REASON-
ABLE AS FAR AS 'tfHZ V III WE OF "Hs lAO" IS CONCERNED; SUf! If!
CAN BECOlfE HARlfFUL IF IT S'1'ANDS AS AN OBS'tfACLE '1'0 'tfHE
IND IV IDUAL ' S ADYANCEnEN'1' IN S OCIE '1'Y, WHICH If! ° F!'EN IS.
2:5.
PARENT-CHILD RELA T10NSH1P
ALSO WITHIN THE "NEW" S1'1.ALL-CI2'Y FAnILY, 2'HE RAPID
CHANGE OF LIFE CREATES 12'S OWN pROBLEnS. I1ANY PARENf'S,
HArING BEEN EDUCA'l'ED UNDER 2'HE OLD S'l'RIC2' RULE, CON2'INUIl
flO DErtAND TROIf 'l'HEIR OWN CHILDREN f'HE SANE PASSIYE SUB-
nlSSIVENESS AS WAS DE7U.NDED F80n f'HEK. WHILE 'l'HIS A2'2'I-
TUDE HAY HA VE BEEN EFFIC IEN'.t IN THE OLD SOCIEf'Y, l'.t IS
NEGA'I'IYE AND DE2'RlnEN'I'AL 'J'O ADEqUA'.tE lGDUCA'.tION 'J'ODAr.
THE PAREN'J'-CHILD RELA'I'IONSHIPS, AS nSW2'IONED BEFORE
ARE DEf'ERIIINED BY '.tHE YIR2'UE OF "HSIAO", I.E. FILIAL
PIE'1'Y. CHC lIESE pAREN'1'SSHOW DEEP GENUrNE LOYIl FOFt 2'HE IR
CHILDREN AND ARE WILL ING '1'0 A CCllP'1' '1'HE GREA'I'ES'I' HARDBH 1115
AND SUF,EFUNG IN ORDER 2'0 GIVE MEII A BE2''1'ER EDUCAftION,
B U'J', rN REWRN THEY EZPEC'1' FRon 'I'HE CHILD 'l'H1£ 1I08ft f'O'l'AL
SUBnISSIVENESS AND OBEDIENCE. W'HA'I'EYE8 CHorCll HAS 2'0 Bll
HADE, '.tHE PAREN'.tS WILL PRESIDE A'I' '.tHE FINAL DECISION.
IE'l' 110 DERN YOUf'H EXPllC'.t 1I0RE F811ED011 A ND IN DIlPEN
DllNCll IN IIAKING IHPOR'I'ANft DllCISIONS IN THEIR. LIVES.
PAR.SWf'S ARE NOT ALWAYS UNDER.Sf'ANDCNG ENOUGH '1'0 REALIZE
THE tlUS'l'IFICA'.fION OF 'I'HESE DEMANDS. "INDE mAE Ef' 1trxAll!'
1'1' IS AN EXTR.1CHELY PAINFUL EXPERIENCIl '011. PABEN'l'S ft~
SEE 'J'HE WAY OF LIFE OF 110DEnN YOUTH AND 'I'RY 2'0 UNDEFtS'J'ANJ
AND ACCEP2' 1'1'. AF'J'ER ALL, 1'1' IS A LONG WAY FROK THE
24.
&JurE'l' LlFE ON '!'HE ANClEN'1' CHrNESE FARTf WI'l'UlN' '1'HE SECURE
ENCLOSURE OF '1'IIE GREA T F.ATf ILY TO '!'HE NO rSE OF "BEA.TLES"
HUSIC IN TfODERN Clry LlFE. IT IS EqUALLY .PAlNFUL, HOW
EVER, FOR 'l'HE HODERN YOUNG CIHNESE TO L1STEN '.1'0 'l'HE UN
ENDING HORALlZlNG CRr'l'lCISTfS OF 'l'HEIR ELDERS R~lNDrNG
THEl1CON'l'INUOUSLY OF THE TIl. DU'1'lES OF' "HSI.AO". EVERY-
TH rNG HE DOES WRONG lS CONS lDERE D '1'0 BE "PU HS lAO"
("CON'l'1'l-ARY '1'0 FlLIAL PlE'1'Y") AND lNSUL'1'ING '1'0 'l'HE PAR-
EN'l'B. IF HE HAS POOR RESULTS IN SCHOOL, HE lS "pU HSIAO'!
IF HE IS TfARRlED AND DOES NO'l' VlS lr ENOUGH, HE rs "PU
HsrAO", E'l'C. 'l'HERE lS, OF COURSE, NOrHlNG WRONG WI'l'H
rHIS IN I'1'SELF. 1'1' CAN EVEN BE SO GEARED '1'HA'l' 'l'RUE AND
TfE.ANINGFUL CHRlsrlAN LOVE GROWS OU'1' OF 1'1', HOWEVER, 'l'HIS
EXAGGERATED ETfPHASIS ON "HSIAO"-FORCING 'l'HE CHrLD '1'0
TfAKE HIS LlFE COTfPLE'l'ELY PAREN'l'-CEN'1'ERED AND RETflNDINO
Hrtf DAlLY OF HIS DU!'Y '1'0 BE SUBTflSSlVE-CANNO'1' BU'1' HAIUI
rHE N.A'l'URAL GROWru '1'0 HA'1'URl'l'Y OF '1'HE CHlLD. ONE WONDE.R~
WHEN 'l'HE CHlLD WlLL BE 'lNALLY PERHI'1''1'ED 'l'0 DO SOHE'l'HING,
NO'l' BECA USE RlS PAREN'1'S ·DE1fAND l't, BU'!' BECAUSE HE '1'HI NKS
l'1' IS GOOD, OR FEELS 'IliA '1' 'l'H lS lS WRA'1' II lLL I1AK E Hl H
1fORE HUTfAN, 110RE ".REE.
CARRlED '1'0 THlS EX'l'REI1E, '1'HE PAREN'1'S PUT A HEA'Y'T
BURDEN ON '1'HE CHlLD'S SHOULDERS, .A BURDBW HE 1110H'1' CARRY
/
25.
FOREYER. liEU 7'ErEil 7'HE CHILD DOES, NOTHING WILL EYER
BALANCE 7'HE DEBf' OF GR.A'l'lTUDE FOR WHAf' HIS PAR.ENTS DID.
If' fS NO f' SURPR. IS ING f'HEN f'HA f' 'J.'HE YOUNG Sf'UDBN'1'S
RESEN'1' '1'HIS SEYERE f'REAf'HENf'. ONE WONDERS IF 7'HE
FRIGH'1'ENINO INCREASE IN JUYENILE DELINqUENCY IS NO'1' A
COUNf'ERBALANCE SOUGH'1' BY 7'HE YOUNG AS COKPENSA7'10N FOR
f'HCS Sf'RIC7'NESS IN f'HE SCHOOL AND IN '!'HE FAlflLY.
"HAO HAI-DZ" ("THE GOOD CHILD")
/lHl LE f'ALKINO W17'H PARE Nf'S ABOUf' FA l'tlLY PROBLE1fS,
ONE CAN OFf'EN HEAR f'HE REKARK 1'U DE BY f'HE PAREN'l'B: "HE
IS A. OOOD KID" USING 'l'HE EXPAESSION "HAO llA I-DZ". .A
S01'tEWHAf' SHA.RP DESCRIPf'fON OJl' f'HE "OOOD CHILD" AS
PAREN'l'S OFf'EN UNDER.S'l'AND l'l' WOULD BE AS FOLLOWS: THE
"HA.O 11.1. I-DZ" IS THE qUIE'l.' CHILD WHO DOES NOf' LEAYE 'l.'HE
H01fE ,.ERY OF''l'EN SO AS 'l'0 KEEP RIS 110 THER COl'tPANY. HE
DOES NOf' JOIN IN DISCUSSIONS El'l'HER. A'l' HOMr OR ABROAD
NOR IS HE ASKrD ABOU'l' HIS OPINION. HE IS SEEN BUf' NO'l.'
HEARD. HE IS 'l'HE SUBl'tlSSlYE J1'OLLOWER. HE NEYER
RA'l'lONAL lZES, ALWAYS OBEYS. HE IS A "HAO HAI-DZ".
A.NY EDUCA'1'OR WILL RECOGNIZE I'HA'l.' f'HfS 'l'YPE OF f'8EAf'
KENI' BEPAESSES HANY FOR.KS OF S PONf'ANEOUS EXPR.IlSS fONS AND
NAf'ORAL f'ENDENCIEB IN 'l'HE CHILD 1.'0 INqUIRIl. C~NCES ARE
/
26.
f'HAf' f'HE CH1LD, AFf'ICR HAV1NG ICXPICR1ICNCED A CERf'A1N FORlI
0' RICJECf'lON. IDENf'l'lICS HInSELF Wlf'H ~CB INAGE AND
NEVICR. COrtES flO FULL DEVELOPlfENf' OF rHE PO'l'ENrlAL POWERS
AND f'ALICNrS Hl DDEN lN Hl11. TH1S WlLL EYICNrUALL Y BE A
GREA'1' OBSTACLE FOR Hllf lN 110DERN BOC1Efr WHERE A CREATIV.
SP1R1T IS DElfANDED ALONG WITH DARING BPON'1'ANElf'Y.
D-SOCIAL VALUES
How DOES THrs CHCLD. ICDUCATED IN f'H1S Jl'AlflLY BACK-
GROUND. RELA'I'E W1TH OTHERS CN SOClE'1'Y? WHAf' ARE '1'HZ
RULES. P.A TTEFtNS • .AND 'HODELS SICf' .AND .ACCEPf'ED BY .ALL f'HA f'
HE nuS'1' FOLLOW? IN Of'NER. WORDS. WHA f' ARE '!WE VALUES
'I'HAf' ARE DlRICCf'rNG 'I'HE RELAf'lONSHIPS BE'1'WEEN 11EN f'ODAY?
VE FCND rHA'1' f'HE BASlC PR.INC1PLES f'HA'1' GUrDE '1'HE BE
H.AVIOR 0' PERSONS S'1'lLL SPRrNG 'ROlf f'HE SAlfE OLD R.ULE
'1'HA'1' DEf'ICR.lf CNIC D HAPprNESS FOR. THE CHINESE lfORE f'HAN rHM
f'HOUSAND YEAR.S AGO, r.E. BAR.NOIIY. WE wrLL Drscuss NOW
'I'HE THREE NArN PRrNC1PLES--HAR110NY. FACE AND lfVTUALrf'Y.
HARl10Nl
"Ro II ("HAA110Ny lI) 18 S'1' 1 LL '1'HE FUNDA1fENf'AL AND PRl
NARY GUID1NG PR1NC1PLE IN CREAT1NG HAPPY AND PEACEFUL
RELAf'lONS Wl'1'H O'1'HER. PEOPLE. If' WOULD NOT BE EXAGGER.-
ArrNG '1'0 SAY f'HA'1' f'HE WHOLE CHINESE SOCIEfr FUNC'1'lONS 011
I
/
27.
'l'HIS FUNDA11ENTAL PR.INCIPLE OF "Ho". To F'OLLOW THE PRIN
Cl PLE OF "Ho" l1EANS TO AVO ID .ALL EXPRESS IONS OF DlSA-
GREEHEN'1'. CONFL1C'l'. OR VIOLENCE. EVEN WHILE ANOTHER
PERSON'S BEHAY10R IS RUDE OR lNBULTING, ONE l1US'l' BE ABLE
TO CON'l'ROL HIl1SELF AND RElfA1N AGREEABLE AND H1LD. A
PER.SON WHO HAS "Ro" SHOWS EX'l'REHE SENS l'1' IY l'l'Y IN GUESS
ING ANOTHER PERSON'S F'EELtNGS AND A WlLLlNGNESS ro ACCO
lfODA TIC MlS OWN BERA rlOR. f'O PLEASE '1'HE O!'HER. HE la ABLE
'1'0 "RANG PU"-THA'!' lS '1'0 HAKE ONE STEP BACKWAR.D-WIll Lll
IN D lS CUSS lON. "NErER ARGUE. ErEN IF YOU DO NOT AGREE"
OR "RElfAIN SILENT WHEN SILENCE WILL KEEP PEACE" IS 'J'HE
PRI1f1r RULE OF BEIUVlOR FOR ANY CHlNESE. IN SPEECH. "Ho"
IS PRACrICED 'l'HROUGH THE ENDLESS VOCABULARY OF POLl'!'E
AND COURTEOUS EXPRESSIONS BR ING ING IN'1'O CLEAR EV IDIlNCE
THE "NICE" AND FLATTERING THINGS ABOUT 'l'HEIR INTERLOCU
TOR WHlLE S1100'1'HING OYER rHE RATHER El1BARASSING SIDES,SO
l1UCH SO 'l'HA'I' SOl1E'1'll1ES 1'1' BECOl1ES ALIIOS'1' llfPOSS IS LE FOR
THE WES'1'ERNER '1'0 RECOGNIZE '1'HE PO IN'1' '1'HA'1' 'l'HE PERSON
REALLY WAN'I'S '1'0 lUKE. AN INEXPERIENCED Jr/ES'1'ERN l'IlS8ION
ARY L IS'I'EN ING '1'0 ONE OF HIS CHR IS'1'IANS l1AY BE VEB r FLAr
'1'ERED AND THINK mAl' rHE PER.SON CArtE '1'0 EXPRESS HIB AP
PRECIA'I'ION AND ADl1IRATION WHILE IN FAC'1' HE IS COHPLAINlNG
28.
ABO U7.' SOlfE'1'Ht NQ. .A'1' ANO'1'HE'A OCC AS t Oil HE lfAY BE FLA'1''1'ERBD
'1'0 HEAR '1'HE PERSON SAY f'HA'l' HE SPEAKS SO WELL tN f'HE
CHtNESE LANOUAOE WN1LE til FAC'1' HE ts SAYlNO '1'HA'1' HE D1D
'110'1' UNDERSf'AND f'NE Sf'Af'ElfENf' 1'IADE BY !'HE !1tSStONARY tlUSft
BEFORE, BUf' RAf'NER '1'NAII SAYlNO SO, 'l'HE ORtEN'1'AL WtLL
CHOOSE flO SAY S01'(Ef'HtNG NlCE tNSf'EAD OF RE1'IA lN lNG StLENf'.
THE lI.EVElI.SE tS ALSO 2'lUTE. J)tMCf' LAIIGUAOE6 EBPE-
CtALLY ON RA'1'HER E1'IBARASStNG PROBLE1'IS, ts UNBEAAABLE FOB
A CHtNESE. THrs ts t1'lPOA'1'AN'l' FOR f'sg EDUCA'1'OB. A RARSH
SPOKEN WORD USED tN PUBLtC BY A 'rEACHER '1'0 A S'I'UDENf' CAN
CAUSE 'l'HE S'l'UDEN'l' 2'0 BACK AWAY C01'(PLE'I'ELY AND 'EEL SO
CAS'l'RA'l'ED f'RA'l' ~ NEVER OPENS HlWSELF AGArN '1'0 f'HtS
'l'EACHER. A SLAP lN 'l'HE FACE COULD NOf' lNSUL'I' Htlf 1'(08E
DEEPLY. FOR'l'HR1GH'l' AND SLUN'l' SPEECH rs '1'0 !'HE ORtENf'AL
A SlON OF AN UNEDUCA'1'ED AND BARBARlC WAY OF LtFE.
FACE
Evny HU1'IAN BEtNO HAS A BAsrc NEED FOR APPltOVAL OF
'1'HEG1IOUP. IN CHtNA, 'l'HE ENtlOYrfEN'l' OF '1'HtS OAOUP-SUPPOll'1' /
tS CALLED "'1'0 HAVE FACE". 1'1' 1'fAKES A PERSON FEEL HAPPY.
L1FE 115 WOR'1'H L1VtNG FOR. Hln. To "LOSE 'ACE", ON'1'HE
CO Nf'AAAY, IS I, IKE LOS lNO "HtB PERSON" AND SECO PflNG UN-
WOA'1'HY '1'0 A PPEAA BEFORE O'1'HEBS. THIC NEED '1'ImN 1'0 liRA VZ
29.
FACE" (CALLED ""lAN DZ") IS 80 SrRONG '1'HA'1' ONE COULD
EqUAL 1'1' '1'0 THE NEED '1'0 L IVE. A PERSO N IS UNAIILE '1'0 DO
ANYTHING IN HIB LlFE~ UNLESS HE HAS FACE.
WE !'HINX rHA!' '1'HIS BrRONG AND BEE"INGLY EXAGGERA!'ED
RELIANCE ON GROUP SUPPOR!' IN CHINA HAS BOWE'1'HING '1'0 DO
WI'1'8 '1'~ '1'RADI'l'IONAL 'AWILY EDUCA'l'ION AND THE 'l'nAD1!'ION
AL SOCIAL IN!'ERAC!'IONS. GROWING UP IN SECURE FAlltLY EN
VIRONlfJJ:N!,~ UNDER !'HE PRO'l'EC'l'IYE ARlf OF PAFl.llN'1'AL AU'1'HORC
'l'Y WI~ LITTLE OR NO PERSONAL ENGAGEHEN'1' REqUtRED FROlf
'1'Hll INDlrtDuAL. THE PERSON HAS LI'I'TLE INDlrIDUAL IDEN-
TITY. HIS WHOLE PERSONALrTY~ HrS ITHOLll BErNG. COlfES
FRO" 'I'Rll APPRorAL GIVEN '1'0 HIlf BY 'I'HE FA"rLY GROUP AND
NO'l' BY AC'1'rONS OR PER'ORI1.ANCES OF HIWSELF. THUS. socrAL
APPROYAL BECOWEB FOR HUt A PR I"ARY REqUIREI1ENT 'l'HA'I' I'!UST
BE ASSURED BEFORE HE CAN I1AKE ANY DECIS lONS. IN I'AC'1'.
1'1' 1S BASrCALLY A NEED FDa SECURlTY.
ONE 0 FTEN HEARS THE EXPRESS ION IIPU HAD Y 1 SZ".
WHICH IS USED BY THE CHINESE WHENEVER 'l'HET FEEL IN A
SOC IALLY NON-ACCEPTABLE POS r TI0N. IT IS CALLED "DTOU
WYAN" WHEN THE PERSON REALLY LOSES 'ACE.
THIS EXPRESSION IN GENERAL CORR.ESPONDS '1'0 OUR NO'1'ION
OF "SHANE". ALTHOUGH IT HAS A FUR'I'HEFt CONNO'1'A'1'tON. FOR
EXA1IPLE: THE CHlt lS!'lAN WHO WAN'1'S '1'0 ASK A FAVOR FRON !'HE
30.
PRIESf' WILL NO'l' ASK FOR 1'1' HrlfSELF. A FR1END OF H1S,
EqUALLY WELL KNOWN '1'0 'l'H1l PFt1ES'I', WILL ACf' AS A I'flDDLB-
'IIAN. THl8 APPEARS '1'0 BE 'IIEAN'I' AS A PRO'l'ECf'lON FOB f'HE
"FAC/C"OF f'HE PB1ESf' AS WELL AS FOR '1'HE PERSON FOR WHOlf
f'HE FAVOR IS REQUESf'ED. T8 PBIES'I' CAN 1'BEIlLY REFUSE
Wl'1'HOUf' BEING EHllARASSED AND '1'HE CHR1S'I'lAN WILL NOf' BE
PU'I' '1'0 SHANE IF f'HE P11.1ESf' R.E1'USES '1'HE FAVOR.
ffUTUALITI
IF ONE'S FtELA'I'lYE OR FRIEND IS IN NtrED# ONE NUS'1' GO
OU'I' '1'0 HELP Hllf. THlS 18 'I'HE OBLrGAT10N BASED ON THE
PRINC r P.LE 0 l' "Hs rAO II '1'0 RE LA 'l'rylCS J OR, "You" 'l'0 TR lEN DS.
IN RE'l'VRN# 'l'HE FBIEND OR RELA'l'lYE lS OBLrGED 'l'0 DO 'l'RE
SAlfE 'IIHENllVER HE lS CALLED UPON. THIS lS 1CXJRESSlCD 1N
CH1NESE BY f'HE CHARACf'ZIl "PAO" WHICH HEANS "'1'0 RECOlf
PENSE", "'1'0 M'l'rntN", AND IN FAC'l' EXPRESSES 'I'YE RECIPBO
C1'l'Y 'l'HA'I' GUIDES HANY OF HAN'S AC'l'lONS.
ONE IS OF'I'EN SURPRISED f'0 SEE CHILDREN OF EVEN '1'~
POORES'l' FAH 11., lES S'I'UDY rNO IN HIGH SCHOOL OR EJ'BN A'1' f'RE
UN1YERSlf'Y. ONLY 'I'D PRINCIPLE OF "PAO" COULD 1f.A.KE 'I'H1S
POSS1BLE. THE FAlf1LY CALLS UPON FRrIrNDS AND MLA'I'lVES
'1'0 HELP. ONE rur G1VE 'I'HE CHrLD FREE BOAFtD IN H1S R011lt,
ANO'l'HER 1'fAr GrYE NONn, Ef'C. THE S'1'UDENf' wrLL 'l'HlCN BE
Sl.
llEQUIIUCD '1'0 Mf'URN '1'HE HOBPlf'.ALI'1'Y AND '1'HE trONEY, WI'.tH
Dmr IN'1'ERES'.t, WHEN HE HAS FINISHED HIS STVDIES .AND AC
qUIRED HIS tlOB.
6-EYALUATION OF THESE PRINCIPLES
ALL THIS, AS IS OBVIOUS, IS DIRECTED TOWARDS trAIN-
TAINING FRIENDLY RELATIONS AnONG PEOPLE. THEORETICALLY
THCS SEE1'tS YERY BEAUT CFUL, BUT CN FAC'1' IT CAN BECOtrE A
GREA'1' OBS'1'ACLE '1'0 THE DEYELOPKENT OF AUTHEN'1'CC conNUNI
CA'1'IONS. To PU'.t C'1' A LC'l''l'LE 1'fORE SHAR.PLY, ONE nCGR'.t SAY
THA'l' '1'0 AYO CD DCREC'J' CON,RONf'A'1'ION WC'1'R fiRE CN'.tEIH"OCU'1'OR.
EXPRESSES A BASIC DCSf'RUS'.t CN HCl1.
IN ORDER '1'0 DEAL OPENLY WITH ANOTHER PERSON, ONE
I1UST OPEN HnrSELF '1'0 HIli AND ACCEPT THE RISK OF BEINO
REFUSED AND LOSCNG FOR A ffonENT THE SUPPORT OF THIS PER-
SON AND POSSCBLY OF THE GROUP. A WELL INDIVIDUALCZED,
SELF-LOVING PERSON WILL IN SUCH A SITUATION BRAYELY TAKE
THIS RISK AND FACE THE OTHER DIREC'1'LY. EVEN WHILE BEING
REFUSED, HE WILL HAYE THE SATISFACTION OF RAVlNG GROWN
ONE nORE STEP 'l'OWARDS ffATURITY AND SELF-INTEGRATION.
ON THE CON'1'RARY, IF 'HE IS "PU HAO YI S Z", HE RE
FUSES '1'0 PAY 'l'HE PRICE FOR l1,A'1'rmITY-HE REFUSES '1'0 GItOW
.AND PREFEns 'l'1lE INn tREC'l' AND SECURE WAY WHICH ASSURES
32.
HI11 LASTING SAFE'1'Y OF OROUP SUPPOR'r. IN OUR OPINION,
'1'HtS IS T1UCH '1'00 HIGH A PRICE THA. '1' ONE PAYS FOR PDSONAL
TRANqUILI'1'Y AND SECURITY. HODERN EDUCATORS l1US'1' GEAR
THEIn PEDAGOGICAL RELATIONSHIP SO 'J'HAT HORE GFl.OW'f'H '1'0
T1A'rURI'1'Y IS ASSURED ETEII IF THIS T1EANS TEMPORARILY LESS
SECUltI'1'Y. THIS WILL BE DISCUSSED At' 110M LENG'I''H IN OUR
FIFTH CHA P'1'ER.
AN INDIYIDUAL CONFRON'1'ED WITH A PROBLEl1 'rHAT HE,
PERSONALLY, IS EXPECTED TO SOLVE WILL FEEL OREAT ANXIE'rY
IF HE HAS NEVER BEEN PREPARED FOR SUCH A SI'1'UA'1'ION BY
S'1'EPPINO OU'1' OF mE SAFE'1'Y ENCLOSUR.E OF HIS FA'IIILY
OROUP, OR, IN OTHER WORDS, IF ~ HAS NEYER 'rAKEN '1'HE
RISK OF AC'1'ING AS AN INDIVIDUAL. IF OUR ULA'1'IONSHIPS
WITH O'l'HERS ARE flO BE l1AT,URE, WE rfUS'r STRIVE '1'0 AC'1'
PERSONALLY AND INDIYIDUALLY AND TO 'l'AKE 'l'YE RISK, OR
FULL REB PONS IB 1 L I'PY, FOR 'l'HOSE A C'l'I ONS.
Wll SUBT11'1' '1'HAT OUR CONCEPflS OF "Ho", "l'fIAN", AND
"PAO II SHOULD BE RE-EYALUATED AND RE-IN'l'ERPRE'l'ED IN A
TRUE HUNAN AND Cm:r.IS'I'IAN SENBE. INS'JfEAD OF SEARCHING
FOR. PEACE A'l' ALL COSTS, THEY SHOULD AliI( A'r AUTHENTICITY
AND GENUINE RESPECT FOR THE OTHER PERSON'S OPINION.
THUS, 'rHEY WILL AGAIN BECOl1E GENERA'rOas OF HAR 1'10 NY, THE
BARI'IONY REqUIRED BY 'l'IIE NEW WAY OF L1 n.
CONLUSION TO CHAPTER
THES BRlNGS us ~o ~HE END OF ~HES
RAPlDLY CIUNGENG CHlNESE SOClEf'Y, OF f'HE CHlNESE FAHrLY,
AND OF ~HE VALUES BY WHlCH '!'HEY LEVa: ~ODAY. THlS SWDY
WAS A 110Sf' El'fPOR'1'AN'1' AND l'VNDA rfEN'1'AL PREPAIlA '1'1 ON '1'0 OUR
1'UIl'I'HEIl DEF1NtNG OF CArROLEC PEDAGOGrCAL PRlNCEPLES BE
CAUSE 'I'HEY rfUS'l' BE ROO~ED EN 'l'IIE ACf'UAL SE'1'UA'I'EON OF L1,.
1N THE SOC1E'I'Y OF TODAY. THE BOYS AND OERLS 1N OUR
SCHOOLS ARE LEVENG 1N 'l'HESE A~B1GUOUS SEWA'l'lONS OF
CHANGE EVERY DAY. THEY ARE BElNG RAESED 1N If'AlfEL1ES
WHERE f'O'l'AL SUBrtrSSEON 1S liEqUEMD AND WHERE 'I'HEY AM
TAUGHT '1'0 EBTEllH f'HE PRACf'lCES OF "Ho", "l'fEAN" AND "PAO",
YE'!' THESE BAPIE CHr LDREN 11US'1' L lVE IN A SOCEE'1'Y WHERE
YOU'!'H rs CLA 1nlNG PlORE lNDEPENDENCE. III' WE ARE '!'O BR.l'NG
CHRrsf' '1'0 f"HEIf AND 'f'HEm ENvrnONlfEN'1', WE If US '1' UNDERSf'AND
THE m Sr'1'UA Tr ON AND f'aK1R VA LUES AND mEN USE 'l'HE1f AS
VEHrCLES II'OR '1'F1E 'l'FtANSHrSsrON 011' OUR nESSAGE. TR.UE', D1A-
LOGUE BE'l'WEEN CRRrSTlANr'!'Y AND 'l'HE CHrNESE SOClETY CAN
NOT OTHERwrsa: BE BROUGHf' ABOUT.
THE QUEST rON NOW rs: ARE '1'HOSE VA LUES AS THEY ARE
LrVED '!'ODAY AND ADAPTED '1'0 HODERN CHINESE SOCfErT SU,.,r
crEN'!', OR SHOULD THEY, AS WE HAVE PR.OPOSED, BE RE
EVALUA'!'ED SO THAI', rNS'l'EAD OF BErNG rNS'1'RU~N'1'S FOR
34.
H1DINO 'I'BUTHS, 'I'HEr nIOH'l' SECOnE '!'HE 'I'OOLS FOR FOl101NG A
QENUrNE AND RESPECTFUL rN'I'ERPERBONAL RELA'I'rONSHIP?
THERE ARE CBR'l'A1N TIlAD1TIONAL YALUES ST1LL PABVA1L-
rNG NOW lN CHINESE SOCIE'l'Y WHICH SEEn ~ BE rNADEquAf'E
rN A DEHOCRA'I'lC SOCrE'I'Y. THERE IS FIRSf' 'l'HE 1I'AK1LY
WHreH S'I'rLL OPEIlATES NAINLY ACCORD1NG '1'0 'I'BADlf'fONAL
PA'I''I'ERNS, FOSTERrNG DEPENDENCY AND BUBnlSSfYENEBS IN 'l'1lE
CHILDREN RA'I'HER 'l'HAN 1I'BJCEDON AND socrAL VtRf'UES. THE
NEW ROLE OF THE FAlflLr SHOULD BE ONE 0,. LtSERA'l'ING 'J'HE
CHILDREN. INS'I'EAD OF CLOStNG If'SELF AND CENf'ERING 'J'HE
WHOLE LrFE OF 'J'HE rfEI1BERS OF THE FANrLY, If' SHOULD LIl'J'
rTS l1El1BERS El1ANC1PATE 'I'HElfSELYES FRON rT. JEAN LACIlOIZ
SArs:
"THE ROLE OF THE 'A111LY lS A CCONPL rSHE D WHEN rT HA S 11.1. DE 1 T C LE Ali TO lTS HENB ERS 'I'HAT REA L LOYE IS DEFrNED LESS BY POSSESS 10N THAN B r PRONOTrON. THERE IS NO QUEST10N OF EDUCA'l'rNG THE CHr LD E r'J'HER FOR ITS PARENTS OR FOR I '1'5EL 11'" BU'1' FOR THE OTHEBS."D
WE ABE IN A PERIOD OF CHANGE. EDUCATION 1N '1'HE
FA,HILY AS WELL AS IN THE SCHOOL nus!' BE DIRECTED TOWARDS
EYOLU'1'rON, rNITtATIYE AND PROGRJCSS, RATHER. THAN TOWARDS
PRESERVATION. IF WE ARE '1'0 FOS'I'ER THESE CHANGES, WlC
l1US'l' ALSO CIlEA'l'E IN OUR EDUCATtONAL INS'l'ITUT rONS A CL f-
rU.TE 1'HAT, fF IT DOES NOT PRonOTE" AT LEAST t1' ALLOWS
35.
THE CHANGES TO BE BORN. THlS WlLL BRlNG CONFLlCTB AND
OPPOSlTlON, BUT IT lS ONLY THROUGH THlS THAT NEW PROGRES~
lS BORN. WE HUST GlYE ADOLESCENTS IN OUR HlGH SCHOOLS A
CHANCE TO DEYELOP TOWARDS THE lNDEPENDENCE WHlCH WlLL
GrTE BrRTH '1'0 THTS CHANGE. THEY HUST BE rfADE AWARE OF
TRErn FREEDOM .AND OF mErR lNDrV'rDUAL PERSONALlTlES. A
FAMlLY OR SCHOOL EDUCATtON BASED SOLELY ON AU'l'HORl'l'Y AND
TRADlT lONAL D lSCl PL lNE FOSTERS DEPENDENC rES. REPRESSES
PERSONAL rNlTrATlYE AND GOES CONTRARY 1'0 THE NEEDS OF
11'0DERN SOC rE'1'Y.
IN SUl1Tf.A.RrZrNG, WE rNDICATE THESE POlNTS:
1) 110DEIUI SOClE'l'Y DE1'fANDS FR011' HAN HlS TOTAL IN
YOLYEMENT THROUGH lNlTlATlYE AND PURSUlT OF PERSONAL
A 11'B r T l ON S •
2) IN ORDER '1'0 BE ABLE '1'0 ACHlEYE PERSONAL INYOLY~·
1'fENT, A PERSON I{US'1' BE FREE D OF ALL CR rpPL lNG Tl1lS AND
CONYENTlONAL RELATrONSHrps SEEKrNG PEACE AT THE COST OF
TfATUnlTY AND INDEPENDENCE. THE OBLIGATtONS AND EXPRES
srONS OF BRO'1'HERLY AND PARENTAL LOV'E SHOULD BE BASED ON
GRATUtTOUS AND FREE EXPRESS tON OF GENUINE HUTUAL LOYE
R.ATHER THAN ON A sOCrALLY rHPOSED YrRTUE WHICH HI rfANY tN
STANCES REQurRES UNBEARABLE OBLIGATrONS FROff THE PEnsON.
:56.
3) FAlffLY EDUCA'1'fON SHOULD. '1'HEREFORE. BE DfREC'1'ED
'1'OWARDS FAEErNG THE CHfLDREN, ALLOWrNG '1'HElf '1'0 GO ~EfR
OWN WAYS AND DEVELOP '1'HE m OWN PERSONAL rTf ES. THE PAR
ENf'S' NEED '1'0 KEEP '1'HEfA OVlCR-PAO'1'EC'l'fVE ARlf ABOVE I'HE fR
BROOD SHOULD BE EASED BY '1'HE CER'1'rf'UDE '1'HAI' ONCE FAEED
AND GROWN '1'0 PERSONAL lfA'1'URf'l'Y. I'~ CHfLDAEN wfLL AEI'UAN
'1'Hr8 PRECfOUS GfFI' BY A FREE AND PERSONAL LOYE WHfCH
WfLL BE ALL '1'HE lfORE 'P.RECfOUS BECAUSE OF FREED01f FROlf
SOC fAL Sf'RAfN.
4) IN ORDER '1'0 REAL fZE I'HfS rN PRAC'l'fCE, I'HE ROLE
OF PARENI'S, ESPECrALLY OF '1'HE FA!'HEFt, WfLL HAVE '1'0 BE
CHANGED FROlf AN AU'1'HORf'l'IARIAN ROLE '1'0 A ROLE OF TfU!'UAL
EXCHANGE.
THE CONCLUS fONS OF !'HIS CRAP'1'ER WILL, AlfONO O'l'HERS,
SERVE AS BASES '1'0 OUR S'1'UDr OF '1'HE PEDAGOGY OF FREEDOK.
CHAPTER II
CHINESE EDUCATION
INTRODUCT ION
A S'J'UDY OF CA'J'HOLtC BDUC.A'J'tON rN TAtWAN CANNO'J' BB
UNDERS'J'OOD PROPERLY EXCEP'J' Wt"l'HTN '.tHE '.tOrAL PtC2"UM OF
EDUCA'.ttON ON "l'HE tSLAND. VE, '.tHERE'ORE~ atvE HERE A
BRtEF DESCRtP'l'tON OF "l'HE EDUCA"l'tONAL SYS'J'EN OF NA"l'tONA-
LtSf' CHtNA FOLLOWED BY A GBWERAL BYALU.A'J'tON OF 'J'HE
AC'l'UAL Sr"l'UA'.ttON AND trs KAtN P.ROBLENS.
1-LEGAL DEFINITIONS
THZ CHrNEsE CONSf'trUrtoN PRONULGA"l'ED tN 1947 DE-
FrNES ~E FOLLOWTNG AR'.trCLES REOARDrNO EDUCA'.ttON:
"ARf'tCLE 158
"THE NA.'.trONA.L EDUCA'l'tONAL .AND CUL'.tURAL BERyrCES wrLL HAVE AS 'l'1:1Erll PIUKA.Rr PURPOSB ".0 DEYELOP tN 'l'HE C t".tZ"S "l'HE NA. "l'rONAL CHARAC"l'EIl rsrr CS, "l'HE DENOCRArrc SP ta tr, "l'RA.Dtr tONAL NORALB AND GOOD PHYBtC, BCtENrtFtc KNOWLEDGB AND THE CAPA.~t".r "l'0 EARN '.tHEtR LtVTNG.
"ALL C Tr TZENS WTLL 1U.YE EqUAL OPPOR'.tUNtf'r '1'0 RECErVE EDUCA'.ttON"
•
"ARf'IC LE 160
"ALL CHILDREN OF SCHOOL A GE-WH ICH IfEA NS '.tHOSE BEf'WEEN SIX AND TWELYE YEARS-WILL RBCEIY/c FREE PR IIfARY EDUCA'l'lON. CHILDRBN OF POOR FAIfIL IES WILL RECEIYE THE IR ru. NUALS FREE FROIf THE QOYERN~NT.
"ALL C If' 1 ZENS ABOYE SCHOOL AGE AND WHO HA n: NO'!' RECEIYE A PR. Il'fARr EDUCA'1' lON, WILL RECE1YE A SUPPLElIENf'ARY EDUCA'1'lON AND tflLL ALSO AECEI YE 'l'HEl R f'EX'.rBOOKS FREE."
2-0RGANIZATION OF THE SCHOOL SYSTEIf
GENERAL INFORl1ATION
S8.
A) FRIl'fARY EDUCAf'lON BELONGS '1'0 '1'HE JURISDICf'lON
OF f'HE CENf'RAL OHINESE GOVERN 1'tJr NT.
B) TEACHERS' EDUCAf'lON IS EQUALLr '1!AKEN CARE OF
Br '1!1IE SAIfE GOVERNIlEN'!'.
C) SECONDARr EDUCA'!'lON, OR 'l'HE HIDDLE SCHOOL, IS
UNDER '!'HE JrmISDIC'!'lON OF PFtOYINCIAL. OR DIS'l'RIC'l' Cl'l'r
GOVEFtNIfEN'l'; HOWEVER. '1'HE UPPER HIDDLE SCHOOLS 0" TAIWAN
PROYINCE ARE UNDER f'HE JrmISDICf'lON OF If'S PROVINCIAL
GOVER.N~Nf'.
D) THE LADDER 0,. EDUCA'!'ION 1S IfA1NLY COif POSED 0,.
f'HREE CYCLES:
1) P.RllfARr EDUCA'1!lON--SIx rEARS, COIfHENCING A'l'
f'HE AGE OF srx AND USUALLY C01'fPLEf'ED BY 'rHE
AGE OF 'rWEL VIC.
39.
2) SECONDARY EDUCArION--SIX YEARS. DIVIDED IN~
rHREE YEARS 01' LOWER HIDDLE SCHOOL AND rHREE
rEARS OF UPPER HIDDLE SCHOOL.
DIAGRAlf
FOLLOW fNG IS A D IAGRAPf OF rIlE ORGAN I ZA r ION 01' 'I.'1lE
ENf'I1I.E CHINESE SCHOOL SYSTE1'f AS If' EXISTS IN TAIWAN
TODAY: 7
I P,UG-SCHOOL EDUCATION I (AG&,B 4\ ~o 5)
f ELEPfENf'ARY EDUCAf'ION I /.6~
+-j --:L-O-W-D-~H~I-D-D-L";;;'E---!:S""'C-H-O-O-L--II f-::L-OW-E.-R-yll"""O"';;:C~A-f'-I-O-N-A-L--=S=:'""C-H-O-O-L-'
I (AG&'B 12 r H) . (AO&'B 12 ro 14)
UPPER l1IDDLE •••• BORNAL UPPER 11 IDDLE Yo CAT IONAL SCHOOL ••• • SCHOOL SCHOOL (AO&'B 15 T 17) (AOltB 15 ~o 17)
'
COLLEGE AND UNIVERSITY HIGHER TECHNICAL SCHOOL (AGES 18 f'0 24) (AGES 18 f'0 21)
40.
j}-STATISTICS
THE FOLLOW1NG S'I'A'I'lS'I'lCS W1LL DEl'fONS'I'RA'I'E HOW 1fUCH
EDUCA'I'lON lN TA1WAN HAS DEYELOPED8:
SCHOOLS TEACHERS STUDENTS R OOI1S
PRE-SCHOOL E DUCA. TrON •• ELE1'fENTARY EDUCA. 'I'lON •• SECONDARY EDUCA.'l'rON ••• YOCA'I' 10NAL 'l'RA. rN lNG ••• NOR ru L EDUCA.'I'r ON • ••••• JUNrOR COLLEGES ••••••• COLLE GES • ••••••••••••• UN 1YERS 1'1' rES • •••••••••
614 1,9.95
S20 110 13 15
9 9
2#028 48, 795 14#260 5,324
S75 819 417
2#503
77,898 1,891 2,097,957 39,712
366, 31 S 7# 172 91,7SS 2,142 5,S18 121
10,476 268 7#815 182
28,02S 922
4-GENERAL EYALUATION OF CHINESE EDUCATION
WE G1VE HERE A GENERAL EVALUA'I'lON OF 'I'HE Sl'l'UA'l'lON
OF THE SCHOOL SYSTE1'f 1N TA1WAN 'I'ODAY. PAIl'l' OF 'I'HE FOL-
LOW1NG S'I'A'I'E1'fEN'I'S ARE CONCLUS10NS OF 'I'HE 'l'HES1S WE WRO'l'E
ON 'I'H1S SUBJEC'I'9, AND O~EIlS ARE CONCLUS10NS 0' A S'I'UDY
r!.A.DE BY S'I'AN FOIlD UNl VERB 1 'I'yl o. A) THERE lS A S'I'RONG DES1RE ANONG 'l'HE CHINES~ '1'0
RECE1VE A GOOD EIJUCATfON .AND CONS1lJERABLE EFFOIl'l'S HAVE
BEEN, AND ARE BE1NG, NADE BY 'l'HE liOYERNlfEN'I' IN ORDER '1'0
PROY1DE 'I'HE BES'I' CURR1CULA AND 'l'HE BES'I' EqU1P~D SCHOOLS.
B) THE EDUCA'l'lONAL SrS'l'E1'f, HOWEYER, SEENS '1'0 BE
'1'00 11UCH 'I'lED TO 'I'HE TRAD1'l'lONAL SYS'I'E11, G1VING Ll'l''I'LE
111POR'I'ANCE '1'0 PERSONAL WORK OF 'I'HE S'I'UDENT, A.ND, ENPHA-
SlZlNG'l'HE KNOWLEDGE OF ANCtENT BOOKS.
41.
ONE WOULD RArHER HOPE 'rHAr GREA'rER OPPORrUNrrtEs
WOULD BE OFFERED TO SrUDENrS TO DEVELOP rHE m OWN TAL
ENTS AND PERT"I tr 'rHE T"IORE 'rALEN'rED S'rUDENrS 'r0 ADVANCE
FASTER AND SO HELP 'rHE DEVELOPT"IEN'r OF 'rHKtR COUNrRY.
C) THE rNrERESr OF 'rHE S'rUDEN'rS FOR STUDtES rs
T"IArNLY DlRECTED TOWARDS ACADET"IrC BUBtlEC'rS rN HfGHER EDU-
CATlON. THERE rs LtTTLE OR NO rN'rEREsr tN rNDUS'rRfAL,
VOCA'rtONAL OR COT"lI'fERCfAL SCHOOLS. EF,.OR'rS ARE BErNG
T"IADE 'r0 ATTRACT S'rUDEN'rS TO THESE SCHOOLS; HOWEVER. 2'~
R.ESPONSE fS VERY L tn tTED.
D) THE PR OFESS tON OF A 'rEACHER tS NO I' VERY A rTRAC-
TtVE TO THE rOUNQ S'rUDENT BECAUSE 0,. 'rHE LOll SALAllY PAtD
FOR TEACHtNG. THERE ta NEED FOR BETTER TRAtNED STA"S
tN EDUCATtON, SUF SO LONG AS SALARtES BETtAfN LOW, THE
BEST STUDEN'rS wtLL QO tNTO OTHER PROFESStONS.
E) THE NurmER OF CAND t DATES PRESENT rNG THElfSELVEB
FOR SECONDARY SCHOOL tNG FAR E](CEEDS '/'HE AVA t LABLE SPA CE.
IN ORDER '1.'0 DEVELOP A SYSTETf OF RECRUlT'ffENT BY ENTRANCE
EXATfrNA2'tONS, 1'1.' IS OBLIGATORY FOR THE CANDIDATE TO
EtTHER GOYERN1fEN'J'AL OR PRtVA'J'E SCHOOLS TO 'J'AKE AN EN-
TllANCE EXAT"I rNA 2' I ON. JlHI LE 'J'HIS WAS tNTENDED 'J'O BE A
DEffOCRA'rrc T"I1&ANS 'J'O ACCEPT OR REFUSE A S'J'UDENT ON rYE
SOL1& BAsrs OF HrB ABrLI'rY, r'r HAB CAUSED T"IANY INEqUITIES
42.
AND EVtLS NOW EXtS'l'tNG tN THE SCHOOL sYS'l'Erf. THE l'IAtN
DRAWBACKS OF THE PRESENT SYSTEH OF ENTRANCE EX.AHtNAT10NS
FOR LOWER If tDDLE. UPPER HtDDLE AND COLLEGE EDUCA'l'tON .ARE:
(1) THE RUSH FOR. HtGHER. EDUCATtON AlfONG YOUNG
P EO P LE A ND f' HE CO 1'1 PI: T t T tONTO E PI 'I' EFt S UC 11
SCHOOLS HAS BECOHE EXTR.E{'1ELY KEEN. THtS tN
TURN HAS tNFLUENCED THE WHOLE PROGRAl'f AND
'I'EACH1NG lfE'l'HOD OF SECONDARY AND EVEN ELEHEN-
TARY EDUCA'l'tON. TEACHERS AND STUDENTS ARE
CONCERNED DURfNO THE ENTlRE YE.AR WtTH l'IE1'IORY
WORK AND PRePARlNG FOR THE NEXT ENTRANCE EX-
Al'ftNATlON. LtTTLE OR NO ATTENTtON ra otrEN TO
THE FORlfATI0N OF SOUND J'UDGr1ENT. lI'fAGtNAT10N.
CREAT tV ITY. E'l'C.
(2) Bus rNESS-I'fINDED "PSEUDO-EDUCATORS" HA.VE FOUND
A SOURCE OF HONEY TN TRrs RUSH FOR EDUCAT10N
AND KNOWLEDGE AND HAVE EXPLOl'l'ED TT TO ... vmy
HtGH DEGR.EE. ONE EXA1'IPLE OF THlS EXPLorTATfON
fS THE ORGAN fZ A 1'1 ON 0 l' "PU-HS 1" CLA SSEB # 1. E.
EXTR.A cormSEB '1'0 f1AKE UP WHAT THE BTUDEN'I' D lD
NOT UNDERSTAND. THESE ARE GlVEN AF'l'ER THEm.
REGULAR SCHOOL HOURS AND LAST UN'1'IL VERY LAf'E
AI' N tGH'I'. THESE COURSES ARE GENJtlULLY OF
43.
LITTLE OR NO EDUCAT IONAL YALUE AND CONS IS T
ffAINLY OF 71EffORIZING A f1ASS OF' INFORlfATIONAL
DATA. IT IS GENERALLY AD71ITTED, HOWEVER. THAT
IN ADDITION TO TAKING THE STUDENT'S TlnE FRON
lfORE WORTHWHILE [fATTERB. THEilE IS GREAT HARN
DONE TO THE STUDENT EITHER PHySICALLY OR
SPIR.ITUALL Y. EVEN THE STaO NG OPPOS I TIOH AND
STAT1£l1ENTS OF THE GOVERNNrNT AGAINST THESE
"PU-HSI" CLASSES HAS HAD LIT'1'L1£, IF' ANY, EF
FECT; AND, PR01:JA.BLY WILL NOT HA YE ANY 1£TFECT
UNTIL THE SALARIES OF TEACHERS A'AE INCREASED
TO A REASONABLE LEVEL. IN THE ffEANTllfE,
TEAC."ERS WILL CONTINUE TO FIND IN THE "PU-HSI"
A SOURCE OF ADDIT lONAL f10NEY NE7£DED '1'0 RAISE
THE 111. OWN FA 1'1 IL IES.
,,) THERE rs LITTLE, OR NO OPPORTUrvITY FOR THE UN-
SKILLED LABORER, OR EYEN THE STUDENTS WHO DO FINISH
THEIR EDUCATION. THE ECONOl1Y 81£E118 TO DEVELOP AT A
LOWER RATE BECAUSE OF THE LITTLE COORDINATION BETWEEN
THE DEYELOPl1ENT OF EDUCATIOrv AND THE ECONOT1ICAL NEEDS
OF THE COUNTRY.
0) IT APPEARS THAT THE TRADITIONAL (lfAGE OF THE
"TEA.CHER" AS THE "SAGE" WHO KNOWS AND WHO TRANSl1ITS
4-4.
KNOWLEDGE IS STILL GENERALLY ACCEPTED. HERE. AS IN ~HB
FAffILY AND IN OTHER CInCLES OF HUl1AN ACTIVITY. WE SEll
THIS Al1BIGUOUS LIVING BETWEEN THE OLD AND THE NEW. THE
TEACHER IS TEACHING IN A ffODERN SCHOOL. FOLLOWING AN
ADAPTED AND NODERNIZED PROGRAM, YEf'. AT THE SArrE f'IrrE
HIS PEDAGOGlCAL CONDUCT REHAINS IN THE LINE OF THE
ANClENT "SAGE". THE WORD OF THE TEACHER IS STILL
GENERALLY ACCEPf'ED AS UNQUESf'IONABLE. S'l'UDENf'S L 18'1'EN.
PASSIVELY. RECEP'l'IYE. AND READY TO DO ONLY WHAf' '1'HEr
ARE CO If'f1AN D ED •
.cONCLUSION TO CHAPTER II
FROM '!'HE FOREQO ING. IT APPEARS f'HAT f'HE PEDAGOGICAL
INTERACf'lON IN 'l'HE CLASSROO7'f OF TODAY, WHlCH WE WOULD
EXPEC'l' '1"0 BE BASED UPON EXCHANGE AND MUTUALITY. IS BrILL
PREDO MINANTLY THE ANC lENT STRUCTURE WHERE THE A UTHOaI'l' r
OF THE CHIEF REQUESTS TOTAL SUBIfISBION AND PASS lYE AC
CEPTANCE BY AL L SUBORDINA TES.
THIS MAY SOUND SOl'fEWHAT EXAGGERATED FOR SOHE OF
THE nORE ADYANCED CITY SCHOOLS. BUT IT RElfAtNS TRUE
INSOFAR AS THE AYERAGE SCHOOL WHERE 'l'HE srUDENTS STILL
LEARN BY THE TRADITlONAL ROTE Sr.sTEl'f BY WYICH THE
TEACHER. TRANSMITS THE S OLUT IONS TO .ALL PROBLE1'tS A.N'D
4:5.
AND THE STUDENT ACCEPTING THiCl1. IT IS ..t ONE-WAY 7'E..tCH-
ING ",(ETHOD WHICH HAS BEEN PRESSED UPON THE'STUDENT FOR SO
NANY YEARS THAT HE HAS SUFFOCATED HIS NATURAL EXPLOR..t-
TORY SENSE.
IT IS WELL KNOWN IN EDUCATIONAL PSYCHOLOGY THAT
EACH CHI LD IS BY NATURE rNCL INED TO EXPLORE, '1'0 lNqUlRE #
AND, TO ASK. YET THIS NA'l'URAL TENDENCY MUST BE FURf'HER
DEV'EL OPED AND THE TEACHING ffETHODS IN THE SCHOOLS HUS'!'
BE PROGRAff1'fED ACCORDrN'GLY.
THIS IS STILL nORE TRUE IN OUR ffODERN SOCIETY
WHERE, AS !fENTIONED PREV'IOUSLY, !fORE PERSONAL qUAL1TIEB
OF INI'1'IA,TIV'E, RESPONSIBILITY, CREATIV'ITY, ETC. ARE RE-
QUIRED FRon THE rNDIVIDUAL IN ORDER TO SUCCEED lN LIFE.
PRESIDENT CUIANG KAt i)HEK, IN '!'HE ADDITIONAL CHAP-
TEfl. TO "SAN H IN eHU Yl", PO INTS EXACTL Y TO TH IS f;tUESTION
WHILE WIt IT INa ON 'nIE E DUC AT ION PRO BLE!'fS HI TA IWANll.
,4CCORDING TO THE PRESIDENT'S DIRECTIYES, EDUCATION HUB'l!
" ••• DEVELOP A. CREATfYE AND POSI'l'tYE PHILO-SOPHY OF L tFE, C1LA.RACTER IZED BY IN ITIA 'l!tYE, SENSE OF RESPONSIBILITY AND A SPIRIT OF SERYICE.
"l!. ... DUCATION nUST CULTIYATE IN '1!HE S'1!UDEN'r f'HE CAPA.CITY FOR DOING l1,ANUAL AS WELL AS INTEL-LEC'1!UAL LABOR. THIS INCLUDES TRAINING TO UTIL tZE THE l'1A IN TOOLS IN OR.DER. TO INCREASE EFFIC1ENcr AND '1'0 TR..tlN A SENSE OF RESPON-
" S IS I L try • •••
46.
WHEN WE COl1PARE THESE PRINCIPLES '1'0 THE ACTUAL SYSTEII
OF EDUCATION IN TAIW.AN. THE G.AP BETWEEN THE IDEAL AND
THE REALITY IS ALL '1'00 APPARENT.
THE QUESTION OF HOW '1'0 FOSTER THE DEYELOP1IENT OF
PERSONAL CHAFUCTER tST1CS OF THE STUDENTS WILL BE DIS
CUSSED IN OUR F1NAL CHAPTER. SUFFICE 1'1' HERE TO NOTE
THAT a UR PEDAGOGY SHOULD BE D TAECTED TOWARDS L lBERAT
tNG THE STUDENTS FRO n AL L THE STRA lNS .AND ANXl 1£'1' lES
TH.Ar THE .ANCIENT SOCIETY l1.AY H.AYE PUT UPON THEK SO
TH.AT THE STUDENf'S WI LL BECOl1E AWARE OF '1'HE IR PERSONAL
lDEN'1'l'1'Y.AND OF '1'HE RlCHES CARR lED WITHlN THEl1SELVES.
THIS PEDAGOGY OF LOYE AND TREEDOIl WI LL SEf' FREE THE
H1DDEN AND LATENT POf'EN'1'I.ALlT1ES WITHlN f'HEl1; 1'1' W1LL
HO'1'IVATE STUDENTS '1'0 SEEK SECUR1TY WtTHIN THEl1SELVE8
RATHER THAN FRO l1 THE GROUP.
THE (NFORl1.ATION G.ATHERED DUFttNG THE S'1'UDY OF '1'HESE
TWO CHAPTERS HAKES 1'1' BUFFlCIENTLY CLEAR THAT lN ORDER
'1'0 REACH OUR GOAL IN EDUCATION, WE l1usr TAKE .A DIFFER
ENT D1RECTION lN f'HE COURSE OF THE PRESEN'1' EDUCAf'IONAL
BrSTErt.
CHAPTER II I
THE CATHOLIC ChURCH IN TAIWAN
INTRODUCTION
THROUGH THE STUDY AND DATA GtVEN tN OUR FtRST TWO
CHAPrER.S WE HAYE ENTERED f'HE CHtNESE SOCtETY tN TAlWAN.
WE KNOW WHA T EVOLUT tON lr HAS GONE THROUGH. WE KNOW
ALSO HOW '1'HE PEOPLE L1V'E Wtf'H1N f'HE FA1'!lLY. HOW f'IlEY
RELAf'E TO ONE ANOTHER, TO THE1R FRlENDS, ETC. AND.
F 11lAL LY, WE SAW HOW EAGER 1'!ANY ARE '1'0 RECE1V'E A H1GHER
EDUCA'1'lON.
How DOES f'HE CAf'HOL1C CHURCH FtT CNTO f'HCS PtCf'U1IZ.
THCS tS WHA.f' WE W1LL Sf'UDY tN THtS CHAPTER. JUSf' HOW
11'!PORf'ANT tS f'HE CHURCH tN TA1WAN? IF WE KNOW TRAf'
ONLY ABOUT 2.5 PER CENf' OF f'HE POPULAT10N OF TAtwAN 1S
CA mOL tC, WE W tLL REAL tZEf'HAf' f'HE CHrm CH CANNOT BE
rHAT tIfPOlU'ANr tN f'ER1'fS 0,. tNFLUENCE. HOWEV'E1l, WE IfUBT
ADD f'HAr f'H tS 2.5 PER CENr DOES NOf' REPRESENr rHE WHOLE
C1'!PACT OF rIlE CHrmCH tN TACWAN. WHAT WE WCLL GENERALLY
SEEK ro KNOW BY rHCS CHAPTER. ta: WHA'1' DOES '1'HE AVERAGE
CHtNESE CN TA1WAN rHCNK OF 'l'sg CArHOLIC CHURCH.
47.
48.
1--1950-19601 A PERIOD OF RAPID GROWTH
THE FlRST CA.THOLlC !flSB lONARlES '1'0 TAIWAN WERE
f'HE SPANIS H DOlf! NICANS WHO CAlfE ABOUf' THE YEA-It 1626.
AND STAYED FOR SOlfE FlFTEEN YEA1tB. THEY RlG'J.'URNED IN
1859. BUf' BECAUSE OF THE CtRCUlfSf'ANCEB PREVAtLlNO BY
REASON OF f'HE JAPANESE OCCUPATlON, 'l'HlGlR NUHBERS WERE
FEW AND '1'HlGlR EFFOItTS ClRCUlfBCRlBED.
THE GREAT "LEAP FORWARD" OF THE CA'l'HOLlC CHURCH
IN TA. IWAN CAlfE AFTER 1949 WHEN '{fANY PRIES'1'S, BO'l'B
NATIVE AND MlSSIONARr, LEFT '!'HErR HOI'IELAND AND CAl'IE 'l'0
T A. IWAN Wrf'H 'l'HE GREA'l' EXODUS OF 'l'HE NA'1' rON A Lrs '!' AR'{fY
AND REFUGEES.
fir'!'HrN A SHORf' TIME, CONVERSIONS BECAI1E SO NUlfER
OUB f'BAT PRIESTS COULD BARELY COPE wrm THE WORK. IN
ABOUT f'EN YEARS 'J'HE MUlfBER OF CATH OL rcs 0 N f'HE rSLA.ND
lNCREASED FROM 20,000 '1'0 250,000. CHURCHES WERE BurLT
ALL OYER THE ISLANDS, EVEN IN '1'H E '{f08'1' RElfO fiE PLA CES
ON '1'HE lfOUNTAeNS. THE CHURCH BEGAN '1'0 BUlLD SCHOOLS,
AND, eN LESS '1'HA N FrFTEEN YEARS, THERE WEBE TWEN'1'r-'l'WO
MeDDLE SCHOOLS. ONE UNrVERSr'1'Y, ONE COLLEGE AND FrVE
ELETfEN'l'Anr SCHOOLS. IN ADD r'1'lON, '1'FlE CFlUR. CH BU rLf'
lfANY YOUTH CEN'1'ERS, HOSPt'l'ALS, E'l'C.
49.
2-THE gHURCH TODAY, AS §EEN BY CHINESE'
IN OTHER WOR DS. 'rHE lNS Tl'1'U'l'l ONAL ASPEC'l' OF THB
CHURCH IN TAlWAN HAS L lUWlSE PR.OCEEDBD FAS'l'm 'rHAN THB
CATHOLlC CONNUNl'l'Y l'l'SELF. EVERY CHINESE KNOWS OF ,"E
aA'rHOLlC CHURCH. /10ST HAVE, EITHER DIItECTLY OR tNDl-
REC'l'LY, CONE fN CONTACT Wt'1'H IT, ITS SCHOOLS, OR lTS
PRIESTS. T~ qUESTIONS WHICH WE WILL INVESTIGATE BritE
ARE: WHAT DOES 'l'HE CATHOLIC CHURCH 1"IEAN TO '!'IIE AvmAaE
CHINESE lN TA IWAN TODAY? lIHA'!' I1"IPRESS ION DO OUR
CATHOLrc HOSPI'l'ALS, SCHOOLS. AND CHURCHES 1"IAKE UPON 'l'HE
AVERAGE CHINESE; THE CH1NESE rN'l'ELLECTUAL WHO BELIEVES
TN THE HIGH 110RAL IDEALS OF CONFUCTANTSl1; '1'HE CH!NESE
HOUSEWlFE WHO WORKS HARD EA CH DAY TO BE ABLE '1'0 RA lSE
HER CHILDREN; TYE PEDI-CAB 1"IAN WHO SUFFERS WHtLE FlND
tNO HInSELF DOlNG ONE OF '1'HE LOWES'1'-ESTEE1"lED JOBS lN
'1'HE CHlNESE SOCIE'1'Y? EACH PASSES BY OUR INS'1'l'1'U'l'tONS,
EACH NEE'1'S THE CHRIS'1'IANS. EACH SEES THE FOFtEtGN '!lS-
S IONARY IN THE F lELD. AND 110S'1' READ THE A R'l'l CLES tN
'1'HE PRESS-GENERALLY PRAlS lNO 'l'HE CATHOL lC CHURCH AND
ITS WORK A1"I0NO THE PEOPLE.
WE TH1NK 1'1' IS VERY IHPOR'1'AN'l' '1'0 HAKE THEBE ,RE-
FLECT IONS A'l' '1'HIS PO IN!'. I1UCH HAS BEEN W1t 17'TEN AND
SAlD ABOUT '1'HE S'1'REA1"I OF CONVERTS THAT CAME tNTO THE
50.
FAlTH DURlNG THE LAST FlFTEEN YEARS. OF COURSE, WE REA
LlZE THAT THE SUDDEN lNCREASE IN THE NU~BER OF PRlEST ON
THE rSLA ND CO ULD A CCOUNT FOR ~UCH OF TR'rS lNCREASE, AN D,
AD~rTTEDLY THE USE OF RELlEF GOODS FOR APOSTOLrC PUR
POSES COULD BE ANOTHER EXPLANA '1' lON; BUT EYEN SO, IT lS
l~PERAT lYE TYAT WE DETER ~lNE WF!E THER OR NOT THERE lS YET
ANOTHER ~OTlYE--PERHAPS TRUER--FOR THESE rNCREASED CON-
YERSlONS. IN OTHER WORDS, ARE THE CHlNESE REALLY ACCEPT-
lNG THE "TRUE CHURCH" WlTH FULL UNDERSTANDlNG, OR, ARE
THEY ACCEPTlNG ONLY THE EXTERNAL SlGNS OF THE CHURCH.
THE CHURCH IS A POWERFUL POLITICAL INSTITUTION
1) HISTOR ICAL REASON FOR TH IS II1AGE-THE lDEA
THAT l'U NY CHl NESE STl LL HA YE TODAY OF THE CATHOL lC
CHURCH rs LlNKED TO THE ROLE THAT CATHOLlC ~lSSlONARlES
PLAYED IN ACCO~PANYlNG WESTERN AR~rES TO THElR COUNTRY.
THE PORTUGUESE, FRENCH AND ENGLlSH ~rSSlONARlES CA~E
TO CHlNA IN THE N lNETEENTH CENTURY ABOUT THE SAnE
Tl~E AS THE POLlTlCAL AND ~lLlTARY PERSONNEL OF THE
WEST DlD. ALTHOUGH THE DlRECT Aln OF THE ~lSSlONARlES
WAS TO PREACH THE GOSPEL, IT nUST BE SAlD THAT THEY
OCCASlONALLY LENT THElR ASSlSTANCE, ElTHER AS TRANS
LATORS OR AS l1EDlATORS IN POLlTlCAL, COl1r1ERClAL AND
51.
HILITABY UNDERTAKINGS. ENOUGH EYIDENCE OF THIS IS
SHOWN UI THE HIGHLY DOCU l1E NTE'D STUDY HADE BY REY.
LOUIS WEI ON THE FOREIGN POLrCY OP' PRANCE AT THE END
OF THE NINETEENTH CENTURy12• CHINESE OFFICtALS .AND
THE C011r1ON PEOPLE COULD NOT DISTINGUISH BETWEEPi THE
PURPOSES OF THE 7fISSIONAR rES AND '1'HAT OF THE POLI'1't
crANS COHrNG TO CHrNA. THrs BECAHE STILL HORE APPAR
ENT WHEN THE HIssrONARIES RECErVED SPECIAL PROTECT10N
FBOff THOSE FOREIGN POWERS WHENEVER THEY APPEARED '1'0
BE 1N DANGER.
TODAY, HOWEVER, crRC'U1fST.ANCES HAVE CHANGED.
FOREIGN CONCESSIONS HAVE D1SAPPE.ARED-EXCEPTING 1N
HONa KONG AND l'i.ACAO. 111SSIONAR1EB IN 1A IWAN DO NOf'
RECE1VE .ANY FOR.NAL PROTECTION OR PRIVILEGE FR.Olf ANY
FOR.E IaN POWER.. Buf' THE E YENTS OF THE NI NETEENTH
CENTURY STILL REffA1N 1N THE lf1NDS OP' THE CHINESE SO
THAT THEY CONTINUE '1'0 YIEW THE CHURCH AS SOffE POLITICO
RELIGIOUS UISTITUTION OF THE WEST. l1rsSION.m1ES AR.1l
CO MS IDERED ''l:71P LOYE IrS" OF THE POPE W1TH PAY FOR. THE IR
WOR.K, "US!' AS GOVERNIfENT El1PLOYEES AM PA1D BY THEIR
GOYERN 11EN'r.
DURING OUR STAY OF SEYEN YEARS 1N TA cr.IAN, WE
HAYE OFTEN EXPERIENCED THIS POLITICO-RELIaIOUS VIEW.
52.
1'1' lS PAR '1' lCU L.A1l.LY ETflDENT WHEN l1EETl NG PEOPLE WHO
NEVER H.A VE HAD ANY CONTACT W1TH A FORE lGN 11 lSS 10NARY
BUT WHO ARE ANXlOUS '1'0 KNOW MORE ABOU'!' HlM AND H1S
WORK. THE QUES'1'tONS THEY ASK ARE RELEVANT: "lIHO
HAS SENT YOU '1'0 OUR COUNTRY?" "D1D YOU COlfE FREELY
OR WERE YOU SENT BY YOUR SUPEFHORS?" "WAS 1'1' THE
KUIG. OR TflE POPE, '!'FlA'l' SEN'!' YOU?" "How F1UCH 110NEY
DO YOU RECE1VE EACH 110N'l'H?" "Is IT 'l'HE POPE. OR '!'HE
GOVIlRN1fEN '1', 'l'H.A.'!' PAYS yOU?" ilND,SO FORTH.
2) ACTUAL REASONS FOR THIS Il1AGE-TODAY, THE
CATHOL lC ClIrJR CH lS WEL L KNO WN lN TA lWAN AND lS YERY
H1GHLY REGARDED. THE REASON? If' WOULD BE .A. PURE
RA'l'lONAL lZA7'lON '1'0 GITfE AS 'PHE ONLY REASON FOR THIS
REPU'l'A'l'rON 'l'HAT 'l'HE "RADlAT10N OF TRUE EYANGEL lCAL
sprRrT" r8 RESPONS1SLE. IN OUR. OP1N10N, 'l'HECHrfflCH
r8 SO WELCO lfE 'l'ODAY BECAUSE OF HER BE1NG A "POWERFU L
ALLY" IN '1'1lE AN7'1-C0l1l1UNtST1C STRUGGLE OF NA'1'rONAL rsf'
CRrNA. •
WE DO NOT l1EAN TO rN'FER. THA'!' THE CHURCH lN
TA rWAN lS AC'l'UALL Y lNYOLVED rN POL lTlCS, BUT, SlNCE
OUR BEL1EFS .AND OUR YALUES ON 7'8rS QUESTlON OF
C0l1MUN1Slf HAPPEN '1'0 BE IN 7'HE SAlfE LrNE AS 7'HOSE OF
THE GO YEa NlfENT. THE CHURCH FUGC,El YES THEREBY rIORE
5:5.
SUPPORT AND PRA ISE. THE NAT I ONAL IST GOVERN 1'fE NT LOOKS
FOR SUPPORT FOR ITS STANDPOINT FROI1 ALL SOURCES SO 1'1'
IS NOT SURPRISING THAT IT HOPES THE ANTI-COH'HUN1Sf'IC
POSI'1'lON OF f'HE CHURCH IN THE WORLD WILL RALLY STILL
110RE SUPPORT FOR TAIWAN'S TOUGH ANTI-C0I1I1UN1S'l' STAND.
THE CHINESE WHO SEEKS A SOLUT ION '1'0 Hrs REL rGrOUs
PROBLE1'!B WILL BE INCLINED, CONSCIOUSLY OR NOT, TO 00
TO THE CATHOLIC CHURCH BECAUSE OF ITS PRESTIGE IN
TAIWAN AND BECAUSE HE FEELS VERY STRONGLY THAT 'rHIS
CHURCH lS AT LEAST ".AT OUR SlDE" AL110ST ASA POL1-
'l'ICAL ALLY. AF'l'ER ALL, THE YA'l'ICAN IS AN INDEPENDEN'I'
POWER EVEN THOUGH IT DOES NO'l' VOTE IN 'l'HE UNITED
NA'rIONS.
THER.E IS. OF COURSE. NO'rHING WRONG IN ITSELF
Wr'l'H 'l'HIS CONYERT'S WAY OF 'rHfNKING, OR, WI'l'H'rHE
HIOH ESTEEl'! THAT ~E CHURCH RECEIVES IN TA1WANj BUT,
I,. ONE WANTS TO EVALUA'I'E 'I'HE EXTEN'I' TO WH ICH orm
l'!ESSAGE OF LOVE GETS 'l'HROUGH-WHrCH IS OUR ONLY PUR
POSE AS l1ISSIONARIES--IT IS OF PR1~ IHPORTANCE '1'0
REALIZE T1UT THE REASONS CAUSING THIS HIGH PRAISE OR
THE NUlfEROUS CONVERTS .ARE NOT .ALWAYS D IREC'rLY CON
NECTED WITH THE RADIA'1'rON OF '1'HE EY.ANGELICAL l'!ESS.AGE
OF LOVE.
THE CATHOLIC CHURCH IS FOREIGN AND WESTERN
THZ nOST FREQUENTLY HEARD OBJECTlON OF T~
CHlNESE AGAlNST THE CATHOLIC CHURCH lS '1'HAT r'1' rs A
54.
"FORElaN" RELlalON. IT GIJTES THE lffPREssrON OF BElNG
A CULTURAL ORGANlZATlON, PlONEER OF SPREADlNG WESTERN
CULTURE. IN O'1'HER WORDS, THE CHURCH, AFTER SO nANY
YEARS OF APOSTOL lC WORK IN CHINA, HAS NEVER BEEN ,AC-
CULTUR.ATED IN THAT COUN1.'BY. FATHER Rlccl, ONE 0]1' THZ
BEST KNOWN CA'l'HOLlC fflSSlONARlES TN CHlNA, TBlED IN
THE SEYENTEENTH CENTURY T~ ADAPT THE CHURCH, l'1'S
LlTUBGY, eTS '1'EACHtNGS, AND nOS'1' OF U'S EXTER.NAL
FORPIS OF WORSHe P '1'0 THE CHtNESE T'fENTA LlTY AND CUL'1'UFtE;
BU'1' HlS EFFORTS WERE IN YAlN StNCE ROrIE BY DECREE
FORBADE ALL FURTHER ADAPTATlONS AND DlSCUSSlONS OF
THE PROBLEff.
SlNCE '1'HEN, ffANY PLAf/SlBLE EFFORTS HAVE BEEN
1'U.DE BY SEVER.AL ZEALOUS AND CAPABLE IflSB lONARlES.
T1-IEY DlD NOT SUCCEED, HOWEYEFI., TN CRA NGING THE
GENEBAL TREND OF If ISS lONABY ENDEAY'OR. WH lCH WAS, PER
HAPS NOT lNTENTlONALLY BUT WHICH .APPEARS TO BE, BASED
ON THE PRlNClPLE: "IIESTER.NlZE TO CHRlSTlANIZZ".
EVEN 7'0 DAY, AFTER rHE FmaT APPLlCA'1'lONS OF
VATlC.AN II lUYE BEEN Pur lNTO EFFECT, THERE A1l.E STlLL
55.
HANY FOREIGN PATTERN'S OF WORSHIP WHICH WE CONTINUE TO
IlIPOSE ON OUR. CHINESE FAITHFUL, LITURGlCAL YESTl1ENTS
AND COLORS ARE ALIEN TO CHINESE CUSTOH, PRAYERS WHICH
WHEN TFtANSLATED FROff LATIN TO ANCIENT CHINESE CONTAIN
FORE IGN EXPRESS IONS WH r CR AR E' INCO T1PR.EHENS I BLE TO
THEH, THE BUILDING STIHICTCfR.ES OF THE CHURCHES AND
SCHOOLS AS WEL L AS THE CLERICAL GAR.B OF THE' l1ISS rON-
ARIES ARE ALIEN, ETC. 'IE l1IGHT SAY WE H.AV'E NOT YET
SEPARA TED AND D IST INGU rSHE D WHAT IS THE ESSENCE OF THE
"GOOD NEWS II AND VlHA T rs THE [';EST ERN EXPRESS I ON OF IT.
By OV'ER-EHPHASIZING T~ UNITY OF THE CHURCH, WE
HAY HA VE AL LOCATED TO THE ffARK OF UNIYERSAL ITY OF THE
CHURCH, CERTAIN ELEHENTS OF DOCTRINE wr; ICH IN FACT AR.E
NO HORE THAN HERE HUnAN ELENENTS IHPORTED FRon THE
WEST AND WITHOUT ANY ESSENTIAL IHPACT ON THE FA ITH.
CONSEQUENTLY, THE PLArl OF GOD FOR THE SALVA.TION OF
ENTIRE l1ANKIND HAS BEEN PRESENTED IN CHINA UNDER A
HUHAN FOR'!1, ILL-ADAPTED TO THIS PEOPLE AND ITS CULTURE.
THE CHlmeH IS A GAINST SCIENCE AND A GAINST PROGRESS ,
TH IS PREJUDICE AGAINST THE CllURCH ENTERED INTO
CHUlA FROlf THE WES'!' AT '!'HE END OF THE NINETEENTH
CEN'1'URY. SINCE '1'HE OPIUlf WAR., CHINESE BECA1fE AWARE
66.
OF ~HE DEYELOPKENT OT ~ECHNOLOGY AND ENDUS~Rr EN ~HE
WEB~ AND ~HE LACK OF ET EN TarER OWN COUNTRY. THE
KEANENG OF THIS DESCOYERY WAS GENERALLY ENDECATED EN
OUR. TERST CHAPTER..
As A R.ESULT OF 7!H ES AWARENESS. KANY CHENESE WEN7!
TO THE !lEST TO STUDY AND AT THE END OT ME NENETEEN!'H
CENTtmY, BUT 1fOSTLY SlNCE THE TWENTlETH CEN'1!f1RY, THEBE
STUDENTS BEGAN '1'0 TRANSLA!'E THE KOS!' lKPOFC'1'ANT AND
KOST READ SCtENTtFEC AND PHfLOSOPHfCAL ~FCKS OF THr
WES!', lNCLUDtNG HEGEL, HARZ, YARfOUS PHfLOSOpmrRS OF
THE FRENCH REYOLU'1'fON, ETC. CHlNEBE tNTELLECTUALS
ALSO READ THEBE PHrLOBOPHERS' CRtTfCtSKB OF THE
CATHOLEC CHURCH AND t'1' tS THROUGH THE Sf A SED JUDGKEN'1'
OT SOKE OF THESE A~tESTrc PHtLOSOPHERB THAT MOST OF
THrs PREJUDtCE AGAENS'1' THE CHURCH WAB FORKED. IN
SOlfE INSTANCES THE CFCITrcrSK WAS JUSTEFEED, BUT, FOFC
THE 1'108'1' rT WAS EXAGGEFUTED OR FALSE.
ONE OT 'l'HE CR ET tC1BlfS KADE OF THE CHURCH WAS THAT
SHE TURNED THE ATTEWTEON OF THE POOR FROK THEfR OWN
l1ESER EES BYPRO 1'1ES rNG THE1'1 REA YEW tN A L EFE HERE AFTER;
AND BECAUSE THE CHu.RCH WAS NQT ENTEREBTED fN '1'H1S WOFCLD
SHE WAS OPPOSED TO ANY PROGRESS KADE BY scrENCE AND
TECHNOLOGY. ALL OF '1'HES WOULD BE CONCRETELY CONFrRKED
57.
BY THE S'l'ORY OF GALILEO AND OTHER Sll'flLAR STORIES IF
NO OTHER SOURCE OF 1NFOR11A'1'10N lS EXAl'flNED.
TH lS 11'1PBESB ION WAS FUIU'Hl£R BEl NFORCED BY THE
FAC't 'tHAT 'tHIS CRI'l'lC!S11 OF THE CA'tHOLIC CHURCH RE
J01NED THE llfAGE OF 'tHE LOCAL CH1NESE BELlGIONS
WHICH DO TAKE A YERY NEGAT IVE STA ND '1'0 WARD 'l'H IS
WORLD. BUDDHlS11 AND TAO ISlf SEEK SAL VA '1'1 ON THROUGH
SOLI'tUDE, RE'tREA'1' FROIf THIS WORLD 'to S0111£ LONEY PLACE
ON THE 1fOUNTAINS IN ORDER '1'0 PRAC'tICE ASCEf'ICIS If AND
11ED ITA '1'1 ON AS A IfEANS '1'0 SELF-SAL VA '1'1 ON. "TH IS WORLD
IS BAD", THEY WOULD SAY, SO 'tlU't IN ORDER '1'0 REACH
SALVA '1'1 ON 1fAN lfUS'1' RETIRE FR01f TH IS WORL D AND NOf'
ENGAGE IN If'S ACTlYl'tlES BUT SEEK SOLl'tUDE. ONLY
THEN, If' lS SAlD, WILL HE FIND HAPP1NESS.
THE OPlNION THAT 'tHE CHrmCH lS CONSERVATIVE AND
THAT SHE ENCOURAGES PEOPLE '1'0 SEEK HAPPINESS BY ES
CA PING FRO 11 f'HIS WORLD IS STI LL YERY COlflfON 'l'ODAY.
I1ANY mINK CA'tHOLIcrSIf, AS WELL AS OTHER RELIG IONS,
IS A IfEANS 'to G E't PEACE 0 II' If rND, OR, '1'HA T IT IS AN
OUTLET FOR PEOPLE WHO HAVE BEEN DlSCOURAGED OR UN
SUCCESSFUL IN 'tHE WORLD.
THE TWO FOLLOW ING OBSERVA'1' IONS wr LL DEIfONS '1'RA '1'1£
mlS IMPRESSION. THE FIRSI' CONCERNS THE IDEA '1'YE
.... 58.
AYERAGE CHINESE HAS OF THE PRIES!'. FEW PEOPLE BELIEYE
'l'HA7' 'l'HE PRIES'I' DECIDES 7'0 BE A PRIES'1', '1'0 NO'1' rfAR.Rr,
BU'1' 7'0 CONSECRA'1'E HIS WHOLE LIFE '1'0 CHARt'1'r AND '1'0
PREACHING '1'HE GOSPEL FOR A POSI'1'IYE REASON. 1'1' SOUNDS
AR'1'rrICIAL '1'0 '1'HErf 'l'HA'1' ANYONE WOULD S7'UDY SO LONG AND
'1'HEN SPEND HIS EN '1' IRE LIFE WORK ING HARD, .rUS!' FOR mE
LOVE OF GOD. ANY PRIES'1' IN CHINA HAS HANY, KANY !'rnES
READ '1'111S INCREDIBILt'1'Y OF HIS Sf'l'UA'I'ION IN '1'HE EYES
AND A'1''l'f'1'UDE OF '1'HE CHINESE. THEY '1'HINK 'l'HA!' '1'HERE
rfUS'I! BE S011E O'1'HER REASON-EI7'HER BECAUSE HE IS WELL
PAID FOR HIS WORK, OR, BECAUSE HE HAS BEEN UNSUCCESS
PUL IN LOYE OR IN BUSINESS AND '1'HEREFORE WANTS '1'0 RE
TIRE FR011 THE WORLD IN ORDER. .'1'0 a rYE Ht l1SELF '1'0 nE-
L to 10US WORK.
IT WOULD SEE11 '1'HA'1' '1'0 '1'HEIR '1'HINKING, ONE WHO
COULD SUCCEED IN LIFE WOULD NO'1', OR COULD NO '1', BE A
GOOD RELIGIOUS-HINDED PERSON, OR '1'HA'l' RELIGION COULD,
OR SHOULD, ONLY SERYE AS AN OU'1'LE'l' FOR ONE WHO SEES
NO O'l!HER 11EANS FOR SUCCESS IN HIS LIFE.
TURE rs ALSO 'rHE GREA'l' IN'rERES'l' 7'HE CHtNESE
SHOW IN THE IrrITATION OF CRRIS'1'--A BOOK GENERALLY
CONS r DERED '1'0 BE A HODEL OF NEGA '1'I YE OR IE NTA '1'ED
CA'1'HOLIC SPIRI'1'UALI'1'Y. 1'1' alYES A YERY NEGATIVE
59.
OUTLOOK ON LIFE ON THIS EARTH, AND ON ~AN. AS WAS CO~-
~ON IN CA'1'HOLIC SPIRlTUALITY DURlNO ~ANY CIrN'rUR.IES. WE
HAYE DOWN EYEN NON-CHR1STIAN CHINESE WHO .rUST LOYED
R.EADING THlS BOOK, ~lCH 1N OUR OP1N10N y SHOWS THE
NEOAT1VE P1CTURE OF RELla10N AND FAITH THAT 1S ALREADY
1KPLANTED IN THE1R. TH1NK1NO.
THI!,' CHURCH TE'ACHl!."S iJOOD fiORALS AND GIY.A~S AN EXCELLENT EDUCATION TO OUR CH ILDREN
THIS 18 WHA'r WE WOULD CALL THE tt~On.AL LOOK OF
'rRE CHrm CH", 'rJU'l' 1S, THE GHrR CH AS AN lNS'!'I'l'UTION OF
l10RAL 'rlCACHINOS. HORAL '1'EACHINGB HAYE BEEN OBLIGATORY
IN CHrNA nURING l10RE 'J'HAN TWO THOUSAND YEARS. THE
WHOLE eR tNESE SOC 1 ETY ts PENETRA TED lIl'!'H tT. THE
WHOLE SY8'!'El1 OF INTERPERSONAL RELAT10NSHlPS lS BASED
ON "KORAL DU'1'Y". WHEN '1'HEY .rUDGE CHR lS'l'lANtTY, !'HEY
LOOK UPON lT ABO YE AI, L AS A SET OF l'fORAL 'fEA eRl NOS.
THEY FlND l'fUCH I, 1KENE88 BETWEEN 'rHE 'rEACH1NGS OF
CO"FUC1US, OF BUDDHA, AND OF CHRlST. THIS lS WHY
THEY ARE CALLED "GOOD RELIGlONS"-"THEY ARE ALL OOOD!"
(Tou SHlH HAO TE!)
TH1S IS ESPECIALLY TRUE IN THE lfODIrRN CH1NESE
SOCIETY WHERE THE OLD VALUES AND TRADI7.'lONAL 110RAL
'l'EACH1NGS ARE ALSO QUEB'l'lONED BY THE YOU,!,H. THE
60.
PRESEN'l' CHr NESE rOUTH, AS WELL AS 'l'HEr R PAREIlf'S, ARE
rNCL rNED flO ACCEP'l' CRR r8 f'rAN r'l'Y AS A GUARDrAN OF AN
Ef'H rCA L S rs TElf-WHrc H rs ALBO VER Y CL OSE '1'0 'l'HErR OWN
OLD, f'RADrf'rONAL CHrNESE lfORALrf'r--BECAUSE niEr KWOW
THA!' f'HErR OWN 'l'RADr'l'lOIlAL KORAL CODE NO LONGER HAS
ANr r"PAC!' ON THE rOU!'H. THrs lS Jl"UR'l'HER POSS1BLE
BECAUSE ALL THA'l' COrtES FROlf THE WEB'1' lS READ1Lr
ACCEPf'ED W rf'HOUf' lfUCH qrn:Sf'l ONrNG. THUS, WE SEE f'HA f'
f'HE CHURCH UNDER !'Hrs ASPECf' HAS lfUCH APPEAL '1'0
0" rc lALS AND PAREN'1'S, AS WELL AS '1'0 THE rOUf'B. H1GB
OTTrC1ALS ARE KNOWN flO PUBL lCL r APPEAL flO '1'HE CHURCH
rOR ASSrSf'ANCE IN BOLVrNG THE PROBLEHB 0' ~UVENrLE
DEL rNquENCY. PARB"f'S-ErEN IION-CA 'rHOL rCB-C01f/£ 1'0
'rBE I'll rESf' wrm 'rBE m Bor OR a rRL "1'0 lUKE Hrlf A
cHRtSf'rAN" WHEN f'HEr FrND 'l'HEKSELVES 'ACED w1m A
Srf'UAf'lON 'rllEr CANNO'l' HANDLE 'rHElfSELVES. TH1S 1S
!'HE1R 1fEANS OF AI' teAL rNG 'l'0 A HrOHElt POWER qUAL 1F rED
1" 'I'H1S F1ELD.
TNrs "1fORAL LOOK AI' 'rHE CHURCH" CAN, COII!'IlADTC
'rORY AS r'r lUr SEE", SECO". 'OR SOlfE A 110'l'lrE 1'0
tlOrN !'HE CHURCH, WHrLE FOR O'rIlER.B, A 110f'lVB "Of' flO
~OlN. CO"Y1NCED CONFUC 1ANrSf'S wrLL BAr: "No RBASON
FOR 1fB 'r0 ~O rN f'NE CHURCH, I ALREADY HA YE EYER Y'l'H rNG
61.
THAT SHE lS PREACHlNG.'" A CHlNESE WlTHOUT FOR'lUL
RELlGlOUS BELlEF 11CGHT SAY: "ALL THAT THE CHURCH
TEACHES lS GOOD 1 IT lS FOR THE l11PROV'E11ENT OF l1A.NXlND;
110REOV'ER., SHE GIV'ES A GOOD EDUCATlON '1'0 OUR YOUTH;
THEREFORE, I WlLL BECOnE CATHOLCC.
GOlNG ONE STEP FURTHER, ONE 11IGHT EV'EN SAY THAT
THIS lS PERHAPS THE 11AlN REASON FOR THE SUCCESS OF
OUR CATHOL IC SCHOOLS IN TA lWAN. WHY THlS RUSH TO OUR
SCHOOLS? WHY THlS HlGH ESTEE11 FOR T~ EDUCATION
GrV'EN IN CATHOLlC SCHOOLS? WE ARE BUlLDING EXCELLENT
SCHOOLS WlTH OUTSTANDlNG SCHOL.A.STlC .A.CHlEV'E11ENT. T~
UNEXPRESSED lDE.A. lS TH.A.T WE HOPE TH.A.T .A.LL WlLL TURN
TO OUR SCHOOLS, AND, BElNG l11PRESSED BY THElR EXCEL
LENCE, Wl LL SAY: "THE CHUR CH TAKES GOOD CARE OF 0 rm.
YO UTH. 1'1' 1fUST BE A GOOD REL lG l ON, LET'S.10 IN IT!''
IN FACT THE REASON FOR THE GOOD REPUTATlON 01'
OUR SCHOOLS, IN ADDlTlON '1'0 THE FACT OF THE lR H lGH
ACADE1flC STANDARD, lS l1A lNLY THAT PEOPLE FEEL THAT
THE SCHOOLS OF THE CHURCH TEACH ooaD HORALS AND HAYE
ASI'RlCT DlSClPLlNE. BOTH REASONS SHOW TJU.T FAlTH
AND LOV'E ARE NOT RECOGNlZED AS DlSTrNCTrV'E SlONS OF
THE CHURCH.
62.
THE CHURCH HAS BEAT IFUL AND IHPRESSIYE CERE!10NIES
BEAu~rFuL ButLDtNOS, GRANDtOSE AND SOLEMN CERE
NONtES SA~tSFY ~HE RELtOCOUS NEED OF PEOPLE, AND t~ tS
CLEAR ~HA~ ~HE CHtNESE L rICE ~HtS ASPEC~ OF ~HE CHUB CR.
THE CA~HOLtC NARRtAOE CEREMONtES, E.O. ARE LtKED VERY
NUCH BY ~RE CATROLtC CHtNESE AS WELL AS ~Rr NON-
CA~HOLtC. NO"-CA~ROLtCS HAVE BEEN ICIIOWN f'0 COHE ~O
f'HE PR.1ES,..S REqUESTCNO ~HE1R 1U.RR1AGES tN ~HE CHUBCN'S
Rt~UALS HERELY BECAUSE ~HEr L1EED CT.
PROCESS10NS, tN '1'HE CADRE OF OUR LITUROY, CAN
BE 1fEANtNGFUL EZPRESSCONS OF ~RE FAC'1'H OF A CO 1fNUN t'1'Y.
THERE,.ORE, ,.OR SUCH A PURPOSE, ~HEY ARE GOOD AND ARE
A ~EBf'l1fONY ~O THOSE OUrStDE TR£ CONHUNtTr. W~N WE
BEE THIl A~~1EN'1'tON AND PRAtSII a1VEN f'0 ~B CHURCH BY TNE
PRESS ON ~HOSE OCCASCONS, WE SHOULD NOT RA'1'10NAL1ZE
AND DRAW THE CONCLUS10N 'l'BA~ ~B CHUBCR liAS BEEN
RECOQ NtZ ED FOR HER ~RUE SELF. THE tNf' ERES ~ OF THE
PAESS USUALLY DOES NO~ 00 '1.'0 ~HE ESSENCE OF ~HE CHURCH
WHtCH 18 tN HER 1fIJ:SSAGE OF LOVE, BUf' ,..0 ~HOSE lfA,..E1t.1AL
ASPECf'S WCCH APPEAL f'0 'tHE PEOPLE AND SAf'CS"Y f'RE1R
NEED F01& FOLKLORE, SENf'tlfEN't AND REL CO COS1f'Y. CONSE-
qUEN'1.'LY, WHCLE THCS CAN BE CONSCDERED AS "OOOD
63.
ADVER.TrS1NO" lN A COUNf'RY WHERE THE CHURCH HAS '1'0 BE
HADE BETTER KNOWN, 1'1' COULD BE BAD ADVER'1'lS lNO 11'
THE CHUR.CH lS SHOWN '1'0 TIlE PEOPLE ONLY UNDER. THIS AS-
SPEC'1'. THIS DOES NOT f1.EAN '1'HA'1' WE HAVE '1'0 AVO ID ANY
PUBLlClf'Y OlVEN BY THE PRESS .1'0 SIHILAR CERElfONIES,
HARR1AGEB, PROCESBXONB, OPEN1NG OT NEW CHURC~B, E'1'C.,
BU'1' WE HUST BE AWARE 80 THA'1' WE DO NOT RELY '1'00 l'IUCH
ON THIS PUBL lCITr TO HAKE THE CHUllCH AND HER rfEB6AGE
KNOWN TO '1'HE PEOPLE. BElNG.A COHHUNlf'r OF LOYE, C.ALL-
rNG FOR PEFtSON.AL COlf7'tITl1EN'1' .AND S.ACRIFlCE, THE CHURCH
lfIORf' WELL BE lfrSf'.A.KEN FOR .A CULflURAL .AGENCY 0,. FOLK
LOttE AND SBNf' Il'fEN 1'.
THE CH UR CR IS RICH
WE FlN.ALLr COHE f'0 f'HE. PREJUDrCE THAf' GOB8
.AO.A 1 NS I' THE REAL lDENf'lTY OF THE CHURCH nORE f'H.AN
.tNY OF THE OTHERS--SRE lS CONS1DERED '1'0 BE RICH.
ANYONE CAN ARGUE 'l'HAT TH1S lS AN EXAGGERATED ST.tf'E-
11ENT. THE CHURCH lN TAIWAN lS NOT RICH, EYEN I,.
JUDGED BY MODERATE STANDARDS. 8HE HAS NO GREAT POS-
SESSIONS ON THE ISLAND; SHE IS NO'!! KNOWN '1'0 BE flHE
OWNER orr '!! H1S OR f'HA'1' COMPANY, OF mlS OR '!!HAT LAND,
ETC. YET, EYERY lflSSIONARY HAS HEARD OYER AND OYEA
64.
AGAIN. "T'IEN CHU CHIAO YOU CH'IEN!" ('1'HA'l' lB. IJ'IHIl
CATHOLIC CHURCH IS IUCH!") THIS ISSA1D BY CHR1S'l'lAII
AND NON-CH1I.IS'l'IAN AL lXE.
0, COURSE. OUR IN'l'EBLOCU'l'OR WHO KAKES rH1B
STA'l'EKEN'1' REALLY IN'l'ENDS 1'1' '1'0 BE 'LA. '1' 'l'ER lNG TO '1' HB
fflSSIONARY. IN 'l'HE CHINESE nENI'ALI'l'r. WEALI'H IS '1'HB
YERY F1BSI' NORIf OF SOCIAL S'1'ATUB. IF YOU AU WEAL'l'HY.
YOU ARE ALBO H IGRLY ESTEE11ED BY ALL. THEREFORE. FOR
'l'HE CHINESE 'l'0 SAY "THE CHURCH lS R1CR.''' 'l'0 A PR.1EB'l'
IS IN FAC'1' HIS POL I'1'E EXPRESS ION OF ESI'EE11. BU'1' 'l'O
THE l1ISSIONA.BY WHO ALSO UNDER.S'1'ANDS I'J'S UNDER.'l'ONEB.
1'1' SEI'RArS ALSO I'HE l11AGE OF f'1tE CHURCH 'l'BA'J' WE HA rE
CAUSED '1'0 G ROW IN rHE K1ND OF I'HIS rlAN. NAKELY. f'llAt'
OF A WEAL'J'HY INBI'1I'UI'10N. THIS ALWArs COlfES. KORIl OR
LESS CONSC10USLY. AS A SHOCK '1'0 '1'HZ PRlES'J' WHO FBIlLS
DISAPPOIN'l'I'fEN'J' A'l' I'NAI' 110KEN'J' BECA.USE H1S IDEN'J'lI'Y
HAS BEEN KISUNDERS'l'OOD. II' IS fNDEED IRONIC 'rI/A'l' 'J!'H1l
CHURCH BEINO SEN'J' Br Mil ONE WHO BAlD: "BLESSIlD ARE
I'HE POOR" IS IDBNf'IFfED BY THE POOR AS "wEAL'J'Hr". If'
IS ErICN If ORE fR.OIIIC '1'0 THE 111SS 10NARr WHO AS A KE1tBD
OT A RELlal0US COl'llfUNIl'r. rAKING I'HE row OF porOl'r
WHICH IS KEANI' '1'0 BE "POYERTY BECAUSE OF I'HE LorE OT
65.
CHRIST", IS TOLD BY HIS CHlNESE FRIEND WITH A SMILE,
"lou ARE RICH:" THEREBY UNWILLrNGLY AND UNCONSCIOUSLY
JUDGlNG HIS LIFE AS A COffPLETE FAILURE.
"T'IEN eHU CHIAO You CH'IEN:" WE MUST NOT LE'I!
THESE WORDS PASS BY BECAUSE THEY HAV'E SOffETHlNG 'l!0
'J'ELL us. REPEA TED SO OFTEN IN 'J'HE 'I10UTH OF THE
C'FtlNESE, rT 'I1USTBE APPARENT 'l!0 THEft THAT THE CHURCH
IN THEla SOClE'I!Y-THA'I! lS THE SCHOOLS. HOSPlTALS AND
CHURCHES-REPRESENT A STATUB SYHBOL. ONE COULD ARQUJt
'l!HAT THE FACT OT BUrLDlNG SCHOOLS AND HOSPITALS AUTO
NATlCALLY BarNGS THIS STATUS SYl1BOL· WlTH I2' BECAUSE
NEW SCHOOLS OR HOSP ITALS NUSI' BE SU ILT ACCORDING TO
NODERN STANDARDS AND CONSE~UENTLY NAY SHOW OFF AGAlN82'
'l!HE OLDER ONES. EVEN THOUGH TH IS CO MPAR lS ON IS N02'
tNTENDED. WE THINK. HOWEV'ER. 'J'HA T THE FACT OF B ICING
CONS IDERED "R tCH" IS NOT SO 71UCH IN THE 81 ZE OF 'I'HE
BUILDINGS-UNLESS 'l'HEY WERE OVERLOADED WI'I'H EXPENSIVE
AND UNNECESSARY I'I'EfIIJ -AS IN THE A '1''1' lTUDE OF THE
INS'1'I'I'U'!'ION. IN O'!'HER WORDS. Do WE OURSELVES CATER
1'0 THIS SY1fBOL OF STATUB OR NO'!'? IF so, THEN WE H.AVE
BURIED OUR MESSAGE lN THE GREATNESS 0' OUR. BU1LD1NGS,
AND WE WILL NEYER BE ABLE '1'0 BE tIs 10N" AS LONG AS WE
PAY TRIBUTE 2'0 2'HIS 2'YUNNY. WE. THERE,.ORZ. NUSI' .... SK
66.
OURSELVES ~HESE qUES~fONB: Is ~HE CHURCH BUfLDfNa UP
~HfS PRES~fOE FOR f~S OWN SAKE, OR, DOES f~ fN SOKE
WAY SERVE 1UNKfND? Is ~HE CYURCH WfLL fNO ~o GfVE UP
HER PRES~rGE rF ,.rDEL r~Y TO HER 11' rBS rON WOULD DE1fAND
HER TO DO SO.
TRfS lS THE PLACE WHERE ~HE CUURCH HUS~ CONSfDER
KANr OF HER VALUES tF BHE rs ro BE A ~aUE "SfGN" rN
THE CHfNESE SOCtE~Y. THtS RECONStDERA~fON "DS~ BE
DONE NOW, WHtLE ~HE CHURCH tS EN~BRrNQ HER SECOND
PERtOD OT aaOWf'H. HER TtRS~ PER rOD HAS BEEN A HEAN
CNaTUL KANtFE8~A'1'rON AND BEAU'1'rFUL ~ES~rHONY OF LOVE
rN TRUE DEDrCA~fON ~o ~HE spr1tr~ OF 'lWE GOSPEL. Buf'.
FOR THAT I'IA '1'~ER. CO N~ fN UOU8 BELF-lurrLEC'rfON AND BEL F
CRr'rrCfS1r SHOULD NEVER LEAYE US. THE BEltD, PLANTBD
wr~H CAUT rON AND LOVE, 'HAS Sf*ARf'ED TO(JROW. PRo rESf'S
AND RELr010US WORK HAltD EVER.Y DAY wr'!'H ZEAL AND nU1E
DEorCArrON 1N ORDER f'0 CllER-1SB TRrs f'ENDER PLAN~ AND
DEVELOP fT. Buf', rF WE ARE NO'1' CAREFUL, THE PtA NT
HraHT GROW BraGER f'HAN CT rs rN~ENDED ~O BY NATURE.
HAPlY RA'1'rONALrZA~rONS AND SEE1'teNOLY VALtD REASONS
CAN EAS 1 L Y BE rOUND TO ADD {"(ORE Q LORY AND eN'L UltNC E
~O THE ORowtNQ CHURCH. IN ~HA~ CASE WE wrLL ONE DAY
67.
D1SCOV/lR Wlf'H SURPalSE AND UGRE!' '1'HAr rNS"'1f'fl'1'10NAL
PRIDE 18 NO LONGER A S'J'RANGEA '1'0 '1'HE CHaftCH rN TAlfiAN.
lES. '1'HE PROBLE1f OF' pOVICR,..Y rN 'J'Hll CHURCH t8
ALSO RAtSED IN TAWAN. WE WOULD PROBABLY DO WELL !'O
RErtE1fBEA '1'Ia S'J'A'1'Jt1'fEN'J' OF' rHA!' GROUP OF' B1SHOI'S. WHO,
DUR1NG '1'HE COUNC lL SOLE1'fNLYPR01'flSED BEFORE ,... HOLY
FA'1'HER AND ALL f'HE1R BREf'HREN '1'0 S'1'R1VE rOR 'J'RUE POV-
IER'J'Y IN f'HEIR APOS'I'OLA'1'E. THEY PR01'ftSED:
"IN OUR ACf'ION AND SOCIAL RELA'l'IONS, WE SHALL AVO ID A MY'l'H rNG WH rCH COULD BE IN'1'ERPRE'1'ED A S pal vr LEGE, pal OR 1'1'1" OR PREFERENCE FOR '1'HE ArCH AND '1'HE POWERFUL.
tlBE rNG CON v rNCED or 'rHE rAC'J' 'J'HA'I' JUB'J'lCE AND CHARI'I'Y CANNO'1' BE SEPARA'I'ED WE W1LL '1'Al" '1'0 CHANGE WORKS or CBAR1'I'1" tNf'O 'SPEC1AL WORKS' BASED ON LOVE AND .!U8'1'lCE, FORGE'I''I'tNG NO'l'HrNG AND A BODY, CONS 1 DERtNG EVER. l"m r NO AS A HUNBLE AVAtLAstLr'I'l" wr'I'" REGARD '1'0 C01'fPg'J'EN'I' or,tCrAL BOD1ES.
"WE wrLL 2'RY '1'0 L rYE ACCOltDtNG 2'0 2'HE EVERYDAY HABt'rS 0' OUR RESPEC!'tVE CO UN'rR rES, CONCERNrNG LODOrNG, FOOD, '1'FUNSPOR'I'AIl.ON AND O'l'HER ORDtNARY C01f-1'fOD r'J' lES." 3
To PRAC'1'tCE 'I'HtS K1ND OF POVERf'l"-SP1RI'1', 1'1' lS
NO'1' ENOUGH '1'0 JUS'1' "DO SOlfE'1'HrNQ FOB '1'HE POOR". THIS
18 lNDEED OF'I'EN OUR Af',..l'1'UDIE. WE L1KE 1'0 "DO THINGS",
NOf' REAL1ZrNG HOW DANGEROUS AND FALLAcrous 1'1' CAN BE,
68.
WB1LE WE OF'rE" 11fPOBE ON orHERS WB .... " WE 'l.'H1NK 18 GOOD
FOR 'l'HErr.
WE DO NOr IN'l.'END ro EN'rER 1Nro .... FULL D1SCUSS10N
OF 'rNE QUEBrlON OF OlrlNG OU'l' REL1EF-GOODS. srNCE 'l.'H1S
H .... S BEEN DrSCUBSED .A'l.' LENG'!'H tN rr .... Ny orNER PLACES.
ADrOC .... TES OF BO'l.'H SlDES APP .... FlZNrLY H .... VE '!'HE m ,..AL tD
ARGU1fEN'l'Sj Bur WE WOULD L tKE 'l.'0 R.AtSE 'l'HE QUEsrlO't/:
"DtD THE THOUSANDS OF 'rONS OF C .... 'l.'HOLIC RELIEF OOODS,
DISTR.IBUTED BY rrtSslONAFl.lES IN TAtIlA1I, 1fA.KE 'l'Hll CHURCH
ANY HORE RESPEcrED lN 'l.'HE EYES OF THE CHtNESE BECAUSE
BHE rs CONCERNED WITH 'l'HE POOR. P" WE SHOULD 8E1fEl'fBER
HER.E 'rHE WOR.DS OF S'l'. rINCENr DE PAUL: "UNLESS YOU
BHOW GENUINE CSIS'rtAN LOVE. '!'HE POOR WILL NEYER
'ORG tVE YOU 'rHE AL'lfS 'l'1fA'l' YOU GAVE 'l'HE11!"
PO,.ER'1'Y, IN TTl1C WORDS OF FArBER CHENU, rS .... N
"ON'l'OLOG rc AL COND rr ION" rN mIG L I'E OP' r HE CHUIlCH
'rHAT BRtNGS HER ORIG rNAL S'rllENQ'rH oro 'l'HE 1f'0RE. Nor
"usr ANY [(IND OF wonK OF CHARr'l'Y W1LL POR'rRAY 'l.'HE OBfTReN
AS A fls rON" OF LOVE.
S-HOW DOES 1'HIS RELAtE' TO THE' ORIGINALITY OF OUR FAITH
CLOStNG 'rHEsr OBSERVA'rrONS WE 1'UY SAY THA.". .... 'l'
'l'HIS BrAOE tN 'l'HE DEVELOP11ENT OF CSlS'l'I.ANlTY ON T.AIWAIi.
-- 69.
'1'HERE lS AN ALAIU'flNO NEED ,.OR A "RErURN f'O '1'RB ORIOlN-
At. n'y" OF '1'RUE CIm lS'l'l.AN FAl'1'R. WE IftTS'1' RI£CONS lDER
!'HE COURSE WE ARE '1'AKlNO Il lOR'1' NOW. WE 'I'IUS'l' REFLEC'l'
ON tlNA'l' WE ARE DOlNO AND HOW l'l' ra UNDERS'l'OOD BY OUA
IN'l'ERLOCU'l'ORS. 1,. NO'1', WB 'I'IAY FlND OVRBELrES BUlLD-
lNO A POWE1lFUL AND INFLUElI'1'lAL lNS'l'l'l'U'l'lOli. RlOHLY
PIU lHED B r 'l'HE PEO PLE ,AND 'l'HE AU'l'1l01ll'l'UlS, BU'l' WHOSE
TRUE MESSAGE la NOT BEtNG UNDERS'l'O ODe
IN AN ARTlC LE ON THE CA'l'ROL lC F.A l'1'11 IN 'l'HE
Pnlt.lPPtNEB. DR. CONS'l'AN'l'lNO SAYS:
"CLE.ARL Y, 'l'HE OREA 'l'ES '1' NEED 0,. 'l'HE CO UN'l'RY TODAY IS A CRUSADE FOR .A 'l'1lULY CHItlSf'lAN LlFE DAILY LlVED •••• T~RE lS NEED '1'0 IN· S'l'RUCf' 'l'HE PEOPLE IN 'l'HE FAl'l'H AND 'l'0 CRUSADE FOR A 'l'RULY CHRlS'l' UN CUL'l'URE WHERE REL calOUS VALUES ARE LlVED l'l4,AN IN'l'EGR.A'l'lON OF BELlE,. AND AerlON."l
"ClIRlS'l'lAN rALUES. BErNa LlVED rN AN lNf'EORA-
'1' rON OF BEL rE,. AND AC'l'lON" lS rIlE RESU'I'IK OF 'l' HE WHOLE
TASK '1'NA'l' FACES US A'1' 'J!H lS 'l'l'l'lE.
AS8UlfrNG ""lU'1', AS WAS aUBIf fr'l'ED TN 'l'HrS CHAP'l'D.
THE CrtUIf.CH la CONSlDERED BY 'l'HE CHIliEBE AS A "POLt'l'tCAL
l'fIS'l'ITUTlON", WES'l'ERN AND R.rCH AND APPIUlClA'l'ED lfOS'l'LY
BECAUSE OF HER BEAU'l'l,.UL CERErtONtES AND HER EXCELLEN'l'
AWAY FROlf CHBlS'l'. OUR PROBt.EIf 'rHEN WlLL BE HOW ..,,0
70.
I1AKE '1'HE CHURCH IN TAlWAN AND HER '1'EACHlNGS 1I.ELEVANf'
'1'0 If'S BNVr1l.0Nl'I"'1'.
1't lS 'tHE qUBS'tlON 0' 'l'HE ACCUL'tUR.A'trON 0' fIB
CHURCH f'HA I' rs B1I.OUGHf' UlI HEM • Prf.OBABL Y f'lIE OLDESr
QUESf'rON rN l'Irss rONARY ENDEAVORS rN CH UtA tB 1'_ qUES'1'rON OF ACCULf'U1I.Af'rON, rEf' rf' lS ALWAYS SO NEW
AND UNSOLVED!
CHA rsf' rAN rf' Y DOES N02' tNf'END f'0 SA rNG A NEW 8Ef'
0' VALUES 1N'1'0 f'B L1"E OF '1'1111 CH1NESE CONVICA'l' NOll
Dr'FEAEN't '11.011 '1'HE BAsre HUHAN VALUES IRESE"'1' 1N HrB
OWN CULf'VIlE. Ir/IC ANNOUNCE '1'0 '1'1lE If AN WIlO LOOKS FOA
'l'HE KEANlNG 0' RlB LlFE AND Ft:A '1'RIl SOLU'l'rON 0' Rrs
PAOBLEKS, '1'1lB GOOD NBWS-'1'lU'l' GOD CONBS! THrs SANS
GOD EN'l'E1I.B rN'1'O '1'HB CBrNEBB SOCrEf'Y. '1'0 SAVE f'ROSE
WHO SO wrBR. THrs CONtNG 0" CHArs'1' DOES "0'1' CHANGE
ANY 0' '1'HB VALUES 0' Hrs CUL'1'URE. Buf' f'RE 1f01l.E PEA-
'ECf' f'RE VALUES 0' Hrs CULf'UAE ARE. f'1lB BEf'f'EA lUN
wrLL BE AEADr '1'0 ACCEPf' GOD'S 1fESSAGE.
HE1I.E, WE AEf'URN f'O OUA Drscuss rON 0' 1fODEAN
CRr"ESE VALUES rN f'RE ,rASf' C1U.P'l'D. A llE-EVALUA'l' rON
OF 'l'USE YALUES rN 'l'EA1fB 0' Lr,E rN 1fODBAN BOCrE'l'Y-AS
WAS SUGGESf'ED sr '1'HB CONCLusrONS 0' OU1I. S'l'UDY-WOULD
1fEA" '1'0 1fA KE rr POSS rB LE rOll 1fODEAN 1fA N r N CRlIlA ro
71.
LrVE "IS LIFE IN HAR~ONY wrTH ffODEnN V.ALUES, rN GENUrNE
RESPECT AND OPENNESS TO THE OTHER PERSON. THrs OPENNESS
TO ANYTHrNG TRUE .AND SUICERE, THtS READtNESB TO GENUrNE
LY APPRECrA'1'E ANY AUTHENTIC HUMAN QUAL rTY rN .ANOTHER.
CANNOT BUT 'fAKE THE PFRSON, AND Hrs WHOLE CUL'1'UR.E" 1'IORE
RECEPTIVE '1'0 CHRIST'S l'fESSAGE.
ACCULTURATION THEN FOR THE CHURCH rN T.A !WAN wrLL
1'IEAN TO ACKNOWLEDGE THE MULTrPLE GENUINELY HUMAN ASPECTS
rN THE VAL UE-SCALE OF CHINESE CULTURE, AND TO ACCEP!'
THE1'I AS TllEY .AIlE LrVED rNTHErR CHINESE 1'011.1'1, ADDING '1'0
THEN ONLY 'tHE NEW Dl1'fENSION OF '1'HE CHRrSTIAN Lon, WFlICH
WILL NOT CHANGE '1'HEIR OU1'LOOK, BUT 'fAKE '1'HElf RrCHER.
THtS BRINGS US CLOSE TO '1'HE GOALS OF OUR EDUCAT10N'AL
INST tTuTrONS WHIC'J( WE ARE ABOUT '1'0 S'1'rJD1' NEXT. IT rs
THErR. TASK TO D EYEL01' YOUNG PEOPLE AND TO GUrDE THE1f
TOWARDS l1A '1'URr '1'1'. HOWEVER, '1'0 l1AKE THE1'1 rNTO TfORE PER-
FECf', 710RE FFtEE, AND lfonE 1'1A WRE YOUNG 1'IEN AND WO'ffEN,
WE 'flUS 1.' PRE PARE f'HE'ff FOR A ur~1EN TI C HU1'1AN llA pp rNESB AND
EYEN'1'UALLY '1'0 A PERSONAL AND GENUrNE ACCEPTANCE OF
CHR rs'1' ' B LO VE.
72.
CONOLUSION TO CHAPTER III
WE ARE rN A PER rOD OF rNDUSTRrAL rZATrON AND AD-
YANC rNG TECHNOLOG Y rN OHr NA. OHr NESE ARE QUEST rON rNG
THE VALUES OF THErR OWN TRADrTrONAL RELrGrONS-
BUDDHrs 11, CONFUCIANrSI1, TAorSI1. THEY ALSO QUEST!ON
THE VAL UE OF OHR rSTrANr 'l'Y. WE HA VE NO'1'H rNG '1'0 FEAR
FROI1 '1'HrS TYPE OF QUES'l'!ONrNG, ON THE CONTRARY, WE CAN
ONLY PROF!'l' FROI1 IT srNCE rT I1AY FORCE US TO QUES'l'rON
OURSEL YES rN ORDER '1'0 UNDO OUR REL rG rous PRAC'1'rCES OF
MANY SECO ND .... RY ASPECTS ADDED '1'0 'l'HEM '1'HRO UGH H !S'1'ORY,
BUT WHrCH ARE NOTHrNG BU'l' CERTArN FORMS OF 'l'HE
"SACRED" DEPENDEN'l' ON ONE PAR'1'rCULAR CUL'l'URE OR ON
CER'l'A rN PSYCHOLOG rCAL S'l'ATES OF I1CND. To DOAWAY Wr'l'H
'1'HEI1 CAN ONLY MAKE THE FArTH 110RE TRULY CHRrSTrAN AND
wrLL MAKE OUR I1ESSAGE l10RE CLEAR AND UNDERSTANDABLE.
CHAPTER IV
CATHOLIC EDUCATION IN TAIWAN
INTRODUC TION
WE ARE NARROWING DOWN OUR SUBJECT nOBE AND nORE.
STARTtNG WITH '1'HE STUDY OF SOCIE'1'Y AND tTS VALUES IN
GENERAL, WE HA VE NOW DtSCUSSED '1'HE GENERAL SITUATION
OF EDUCATION IN TAIWAN. IN OUR '1'HtRD CHAp'1'E1l., WE
IU YE DEFtNED '!'HE nUGE OF THE C.ATHOL rc CHURCH IN THIt
CHtNESE SOCIE'!'Y OF TOD.AY.
THIS GIVES US A SUFFtCIENT BACKGROUND '1'0 STAR'!'
THE STUDY OF THE PROPER OBJECT OF THIS PAPER.: CA'l'BOLIC
SECONDARY EDUCATION tN TA IWAN. IN THrs CIU P'l' Ell., WE
WILL DISCUSS, R.ESpEC'1'rVELY, '1'BE HIS'l'OR.rCAL DEVEL09-
HEN'l' OF CA'l'HOLIC SECONDARY EDUCATrON rN TArWAN; AND
THE ACTUAL LEGAL AND socrAL srTUATrON OF l'l', WHlCH
wrLL BE FOLLOWED BY A GENERAL DrscussrON OF THESE
nATTERS.
1--HISTORICAL DEYELOPNENT
THERE WERE NO SrGNS OF ANY EDUCATIONAL ATTEnp'l'S
BY THE CATHOLrc CHURCH IN T.AlWAN UNTrL 1917 WHltN THE
7S.
74.
"BLESSED 111ELDA I1IDDLE SCHOOL" FOR GIRLS WAS FOUNDED
BY THE SPANISH D07fINICAN SISTERS UNDER THE DIRECTION
OF I1SGR. CLE11ENT FERNANDEZ. 15
ALL OTHER EDUCATIONAL INSTITUTIONS WERE STARTED
DUIHNG THE POST-WAR PERIOD UNDER. THE CHINESE GOYERN-
11ENT. THE FOLLOW ING DATA WI LL G lYE AN IDEA AS 7'0 WHA'I'
CATHOLIC EDUCATION IN TAIWAN REPRESENTS 'I'ODAY.
As PREYIOUSLY STATED, THERE WERE RELA'I'IYELY FEW
CATHOL ICS IN TA IWAN PRIOR TO 1945. THE IR NUlfBER
STAR'I'ED TO INCREASE AFTER 1950.
THE 7fANY l1ISSIONARIES WHO CA11E FR011 11AINLAND
CHINA DID NOT SHOW ANY INTEREST FOR EDUCATIONAL IN
STITUTIONS DUR rNG THE FIRST FEW YEARS AFTER 'I'HEY CA11E
'1'0 TAIWAN. THERE WERE SEYERAL REASONS FOR THIS:
A) THE CHINESE GOYERNnENT WAS VERY STRICT IN·
aIYING PERl1ISSION TO PRIYATE INS'I'rTUTIONS TO START
SCHOOLS. THE EXPERIENCE ON THE 11AINLAND HAD SHOWN
THAT THE COl1l1UNISTS OFTEN rNFILTRATED THE PRIYATE IN
STITUTIONS; THEREFORE, THE GOYERN11ENT WANTED TO CON-
TROL ALL SCHOOLS. PERl1lSSION TO START SCHOOLS WAS
GRANTED 110RE EAS ILY AFTER 1959.
B) DUR ING THE FIRST S IX TO SEYEN YEARS AFTER 'I'HE
DISASTER ON THE 11AINLAND, WHEN THE l1rSSIONAR IES HAD
75.
FrRST C07fE '1'0 TA rWAN. '!'HE CONVERS rONS WERE SO NU7fEROUS
ALL OYER. THE ISL.AND THAT 7fOST 7frSSrONARY SOCrETTES H.AD
JUST ENOUGH PERSONNEL '1'0 T.AKE CARE OF THE WORK OF
TtIE TR P.AR r SHES.
c) I1.ANY 7frSSrON.ARY SOCrETIES WERE rN GRE.AT Fr-
N.ANCf.AL DIFFrCULTY WHEN THEY FlRST ~OVED OUT OF CO~U-
NrST CHlN.A, AND, CONSEqUENTLY, L.ACKED THE FUNDS NECES-
S.ARY TO START SCHOOLS.
By 1959, OR E.ARLY 1960, THE NU7fBER OF CONYERSlONS
WAS RAP TDLY DECRE.AS rNG TN .A.LrfOST EVER.Y DTOCESE OF
T.A rW.AN. THE Tl7fE OF THE BUS Y CATE CHUI'fEN.A.7'ES WAS OVER,
OR, AT LE.AST SLOWED DOWN. TJl..EN CA~E THE Tfl'fE FOR THE
.AFTERCARE OF THE NEwt, Y BAPT T ZED. "AN Y 7flS S fON.AR T ES
CONsrDERED BUTLDfNG SCHOOLS .AS PART OF mTS .AFTERC.ARE.
THE FOLLOWlNG STATlSTlCS DE~ONSTR.ATE THE GENER.AL fTIEW
OF WHAT C.A.THOLTC EDUCATrON REPRESENTS TOD.AY AS CO~
PARED wrTH THE ENTrRE EDUC.ATrONAL SYSTElf16, .AND THTS
WlLL BE FOLLOWED BY .A COffPLETE LrST OF ALL CATHOLrc
SECOND.ARY SCHOOLS OPER.ATrNG TN T.ATW.AN AS OF 1964:
CATHOLIC SCHOOLS GOYFRNNENT SCHOOLS
NUI1BER STUDENTS HUNNER STUDENTS
ELE7fEN!' ARY 5 1,353 2,107 2,202,666 SECONDARY 22 10.626 396 483.871 COLLEGE AND
UNT VERS TTY 2 1,250 41 64,101
76.
a-CATHOLIC SECONDARI SCHOOLS IN TAIWAN
SCHOOLS FOR GENERAL ACADENIC EDUCATION
FOLLOWING ARE THE SECONDARY SCHOOLS WHICH GlrE A
PREPARATORYElJUCATION TO FURTHER COLLEGE AND UNIymSITY
STUDIES. WE DO NOT DISTINGU ISH BETWEEN THOSE WHO HArE
ONLY LOWER rtl DDLE SCHOOL AND THOSE WHO HA YE BO'1'H LOWER
AND UPPER rtlDDLE SCHOOL BECAUSE SOrtE OF THErt ARE STILL
IN THE 111. FIRST YEARS OF DEYELOPrtEN'l':
SCHOOL
HENG II Hsu HUI CHING HSIU FANG-CHI SHENG-HSIN SHu-lUANG PE-'lE HSIAO-NING WEI-TAO SHENG HSIN IUNG-NIEN Fu-REN , TE-IUANG LI-NING DON Bosco SHEN lUNG 'lAo-HING S'l'. PAUL HA I-HslNO
CI'lI
'lArPEI TAIPEI TA IPltl 'lAIPEI TAIPEI HSINCHU HSINCHU 'lAICHUNG TAICHUNG CHIA-II CHIA -11 CHI A-II TA INAN NATOU TAINAN TA INAN IAOHS IU"G KAOHSIUNG HU.ALIAN
YOCA TION.4L SCHOOLS
NURSING Lwo TUNG TECH~ICAL HSIN Pu ST. JOSEPH TAI'l'UNG
lEAR OF FOUNDA'lION
1595 196:5 1917 1964' 1981 1962 1962 1985 1954 1962 1960 1965 1962 1985 1964 1965 1959 1964 1961
1964
1~~8
DIRECTION
DISCIPULI DOrtlNI JESUI'l' FATHERS D01fINICAN S IS'l'KRS FRAN SICA N FA f'H1GIUI SA CR.ED HEAR.'l' S IS'l'ERS 8R.S. OF HOLY SPIRI'l' JESUIT FATHER.S I. H. S IS 'l'D S YIAf'OR FATHERS DIOCESE OF CHIA-II DIOCESE OF CHIA -Ir SYD FATHERS HOLY FArt ILY SIS TEBS FRANSICAN FAf'HERS SALESIAN FATHERS I. H. SISTER.S DortlN ICAN FA 'J'HER.S HAR I S T BR.O TH ERS URSUL INE SIS 'l'EAS
CAlIILLIAN FATHERS JESUIT FA'J!1lEAS BETLEHErt J!'ATH ER S
77.
3-LEGAL AND SOCIAL SI'lfJATION
CA~HOLIC SCHOOLS IN TAIWAN ARE ALL OFFICIALLY
RECOGNIZED BY ~~ GOVERNMEN~, BU~ NO~ FINANCIALLY SUP-
POR~ED BY I~. THIS MEANS ~HA~ mEY ALL CAN GIVE A
VALID DIPLONA ~O ~HEIR GRADUA~ES PROVIDED ~~ SCHOOL
FOLLOWS ALL PR.ESCRIP~IONS OF ~HE GOVERNrtEN~ CONCERNING
EDUCA~ION.
GOVERNHEN~ REGULA~IONS FORBID ~EACHING RELIGION
AS PAR~ OF THE Cu.R:R.ICULUN. STUDEN~S WHO WISH ~O BE
INSTRUC~ED IN REL IGION MAY A~~END FREE RELIG10N CLASSES
AF~ER REGULAR SCHOOL HOURS.
ENROLL1fEN~ MUS~~ ACCORDING !'O GOVERNMEN~ REGULA
~ION, BE DEClDED BY SUBNITTING ALL CANDlDA'l'ES ~O AN
ENTRANCE EXAMlNATION AND ONLY ~HOSE WITH THE H1GHEST
SCORE CAN BE AD1fIT~ED. CONSEqUENTLY, THE SCHOOL IS
RESTRICTED IN AD1fI'l'~ING S~UDENTS AND ruy NO!' GlVE PRE-
FERENCE !'O THE CA~HOLlC APPLICANTS. ONLY ~HOSE
CATHOLIC S~UDENTS WHO SCORE HIGH ENOUGH A~ ~HE EN~RANCE
EXAMINA~ION l'UY EN~ER SO ~lU~ NANY OF THESE CATHOLIC
SCHOOLS HA VE ONLr A TEN TO F1FTEEN PER CEN~ RAT10 OF
CA~HOL1C STUDEN~S ro THE EN~lRE Sf'UDIlN~ BODY.
CA~HOLIC SCHOOLS ARE GENERALLY H1GHLr REGARDED Br
~HE POPULA~ION, INCLUDING NON-CATHOL1CS, BECAUSE THEY
--- 78.
7'lArN'l'ArN A HrOH ACADE7'llC STANDARD AND GOOD DrSCrPLrNE.
THrs PREFERENCE FOR 'l'HE CATHOLrC SCHOOL rs OF'l'EN SHOWN
BY THE LAROE NU7'lBER OF' APPL rc ANTS FOR '1'HE FEW VA CAN rES.
rN 1965, 2550 BOYS C07'lPE'l'ED rN '1'HE EN'1'RANCE EXA7'lrNATrONS
FOR 420 VACANcrEB A'1' THE WEr TAO SCHOOL rN TArCHUNG.
S'1'AFF HEHBERB OF CATHOLrc SCHOOLS ARE NOT NECES-
SARrLY CA'1'HOLrc. ONE COULD SAY, rN GENERAL, '1'HA'l' '1'IlE
CATHOLrc SCHOOL BOARD CONS rDERS 'l'HE APPLrCANT's '1'EACH-
tNO ABrLr'1'Y AS '1'HE PRrl1ARY qUALrFrCA'1'rON FOR ACCEPTANCE,
AND, 'l'HEN WHE'1'HER OR NO'1' HE rs CA'1'HOLrc. HOWEVER, 7'lUCH
CD NsrDERJt'1'rON rs GrVEN '1'0 WHE'1'HER OR NO'1' THE APPLrCAN'1'
HAS A POSr'1'rVE OR NEGA'1'rVE A'1''1'r'1'UDE '1'OWARDS lUGLrOrON
rN OENERAL. THOSE WHO EVrDENCE ANrHOSr'1'Y '1'0 'I'HE VERY
rDEA OF RELrorON WOULD NO'1' BE CONsrDERED '1'0 BE qUALrFrED.
4-DISCUSSION
WHY SO lfANY SCHOOLS AFTER 1959 ,
WE ALREADY KNOW WHY WE COULD HARDL l' HA VE EXPEC'l'ED
'1'HE CHURCH '1'0 DO 7'lORE rN EDUCA'I'rON BEFORE 1945. How-
EVER, WE POrN'l' OUT '1'HAT 'I'HE FEW PRrES'I'S ON '1'HE rSLAND
PRrOR '1'0 1945 AND '1'HOSE LEAvrNO '1'HE r1.A rNLAND CO HrNO '1'0
TA rWAN BE'1'WEEN 1945 AND 1950 WERE '1'00 BUS l' '1'0 EXPAND
BEYOND '1'IlE VERY 7'lrNrruL REqurRE7'lEN'I'S.
79.
THE GREAT l1AtlORITY OF PRIESTS~ BROTHJJ:RS~ AND SIB
TERS CAl1E BETWEEN 1949 AND 1956. THE TOTAL NUl1BER IN
1964. WAS 718 SISTERS AND 850 BROTHERS AND PRIES'l'S. THE
NUl1BER OF PRIESTS HAD INCREASED SO l1UCH AFTER 1959 'l'BAT
R 011E SPL IT '!'HE A POSO'l'L IC PREFEC'l'URE OF FORl'IOSA IN'1'O
FIYE DIOCESES BE'1'WEEN 1949 AND 1952.
WHEN WE NOW REFER 'l'0 OUR TABLE ON PAGE 76~ WE SEE
THA'1' 1'I0S'1' SCHOOLS WERE S'l'ARTED AFTER 1959. OF THE
TWENTY-TWO l1IDDLE SCHOOLS NOW ON TAIWAN~ 'l'WENTY WERE
STARTED BE'l'WEEN 1959 AND 1964. IN THA T SAl'IE PER IOD~
THE WHOLE LADDER OF EDUCATION FROl'l NUllSElCr SCHOOL '1'0
UNIYERSITY WAS COl1PLE'l'ED BY THE BUILDING OF YOCATIONAL
SCHOOLS AND THE Fu JEN UNIYERSITY.
WE l1AY BRIEFLY INQUIRE HERE WHAT HISTORICAL CIR
CUl1STANCES HAYE LED THE l'IISSIONARIES '1'0 THIS OBVIOUS.
AND QUICK CHANGE IN l1ETHODS OF APOSTOLATE.
ONE POSSIBLE REASON WOULD BE THAT BY 1959 PER
l'IISSION TO BUILD SCHOOLS WAS 1'I0RE EASILY OBTAINED FROl'f
THE GOYERNl'fENT THAN IN THE EARLY FIFTIES. BUT THIS
REASON DOES NOT SEEl1 ADEqUATE SINCE THE WEI TAO SCHOOL
IN TA ICHUNG WAS FOUNDED IN 1954 WITH PER 1'1 ISS ION OF THE
GO YERNl'fENf'.
80.
A LOOK AT THE STATISTICS OF THE SCHOOLS AND A CON-
PARISON WITH THE INCREASE IN THE N¥NBER 0' OA'1'HOLICS
DURING THE SANE YEARS NAY BR.ING US CLOSER 7.'0 THE REAL
REASON FOR THIS CHANGE17:
INCREASE OF CATHOLICS
1957 •• , ,1.33# 151 1958 ••••• 52,,971 1969 ••••• 19, 300 196'0 • •••• 19, 040 1961 •••• • 18,980 1962 ••••• 17, 82(}
,INCREASE OF SCHOOLS
1957 ••••• 2 1958 ••••• 0 1959 •.••• 5 1'960 •.•.• 2 1961 ••••• 4 1962 •.••• 6 1965 ••••• 5 1964 ••••• 5
ON FIRST GLANCE A7.' 'l'HESE FIGURES ONE NOT1CES THE
SUDDEN DECREASE lN CONYER.S10NS BE7.'WEEN 1968 AND 1959
AND THEN A STEADY DECREASE 7.'HROUGH THE YEAR 1964.
NANY REASONS ARE GIYEN FOR THIS DECREASE" BUT 1'1' IS
NOT OUR PURPOSE '1'0 DEAL WI'1'H '1'HA'1' SUBtlECT IN f'H1S PAPER.
Wtu'1' WE ARE CONCERNED WITH lS f'HE INCREASE IN f'HE
NUTfBER OF SCHOOLS ON THE ISLA ND 'OLLOW1NG INNEDt.A'1'EL Y
UPON THE DECREASE IN CONVERSIONS. OUR ASSUNPTION tS
THAT THE PRIESTS 0' ALNOSf' .ALL SOCIETIES, SEE'ING TH IS I
SUDDEN CHANGE IN: THE CONVERSION TREND, WERE LOOKING 'OR
.ANOTHER 11E'J!HOD OF APOS'J!OLA'J!E .AND CHANGED '1'0 SCHOOLS"
WHICH WOUL'D AT THE SANE TI71E ALSO GIYE THEIR NEWLY
BAPTIZED YOUf{GS,TIC.RS .A CHA NCE '1'0 RECE IYE.A OA'J!HOL IC
81.
EDUCATlON. BEFORE 1959~ EV'ERY l'HSSlON HAD AT LEAST A
COUPLE HUNDRED CATECHUnENS STUDYlNG AND PREPARlNG FOR
BAPTlSff. THERE WAS LlTTLE TlffE OR OPPORTUNITY LEFT
FOR THESE ffISSlONARIES TO THlNK ABOUT OTHER WORKS OF
APOSTOLATE~ BUT, DURrNG THE,. PERIOD FROM 1958 TO 1962
CONV'ERSlONS HAD DECREASED TO ALMOS T FIFTY PER CENT OF
THE 1958 FIGURE. THlS lS ONE OF THE .PR lNcrPLE REASONS
WHY THERE WAS THE SUDDEN RENEWAL OF lNTEREST IN START-
lNG MonE SCHOOLS.
WHY SO NANY I1IDDLE SCHOOIE
ANOTHER FACT SHOWN BY THE STATrSTlCS IS THAT OF
ALL THE SCHOOLS ONLY FlYE ARE ELEffENTARY SCHOOLS AND
THREE ARE TECHNrCAL SCHOOLS WHlLE NlNETEEN ARE MlDDLE
SCHOOLS.
AGAlN, THERE ARE MANY REASONS Fon THrs PREFERENCE
FOR THE MIDDLE SCHOOL. ONE OByrOUS REASON lS THE
.,. FlNANClAL BURDEN OF ELEMENTARY AND YOCATIONAL S CHOOLS-
THE FlRST BElNG IN COMPETrTrON wrTH THE GOYERNMENT
SCHOOLS Wp rCH ARE Tur TrON FREE~ AND THE LA TTER REQUIR.-
lNG YERY EXPENS lYE EQU lPMEN'l'. IN TH lS COUNTRY WHERE
THE ECONOMIC STANDARD lS RELATlYELY LOW, IT lS HARD TO
RECRUlT ENOUGH STUDENTS WHO ARE ABLE~ OR EYEN WlLLlNG~
82.
'1'0 PAY 'l'U1T10N. HOWEVER, THE 1108'1' r1'fPORTANT REASON FOR
THTS RATHER OBVrOUS PREFERENCE FOR THE I1fDDLE SCHOOL
BY THE MTSSTONAR.Y SOCTETrES rs THE RECR.UTTMENT OF VOCA
TTONS. HERE, WE FTND AGArN THE SAI1E BASrC MO'1'rVE FOR
THE CHURCH FOUND rNG SCHOOLS TN ANY COUNTRY AND AT ANY
GTVEN TTM1£. THTS HAS BEEN SO IN EUROPE AS WELL AS TN
THE UNTTED STATES AND ANY OTHER PART OF THE WORLD. IF
TN SOME COUNTRrES AT CERTArN PER10DS SHE FOUNDED SCHOOLS
FOR REASONS OF PUB L TC SER VTCE, r'1' WAS BECA USE OF '.!'HE
TNAB1LTTY OR LACK OF THE GOVERNKEN'1' '1'0 DO SO, YE'1', AT
ALL '1'lMES AND TN ALL PLACES, '1'HE PRTKARY 1(O'1'lVE RE
I1ATNED--'1'O PROVTDE FOR '1'HE CON'1'rNUATTON 9F '1'~ CLERGY,
ESPEC1ALLY NA'1'lVE CLERGr, 'l'O CAR.E FOR r'1'S PEOPLE'S
RELTG10US NEEDS.
THE DA'1'A ON PAGE, 76 SHOWS '1'HA'1' EACH MISSTONARY
SOCl E'1'Y rN T A rWAN, Wr'1'H 0 NL Y A VERY FEW EXCEP '1'T ONS,
S'1'AR'1'ED A MIDDLE SCHOOL, AND tlUS·'1' ONLY ONE. (THE
FRANCTSCAN FA'1'HERS HAVE TWO-ONE DrREC'1'ED BY '1'HE
BELGTAN FFl..A.NCTSCANS AND '1'HE O'1'HER BY THE GERKAN
FRANCTSCANS.) TWELVE OF THE '1'WEN'1'Y MTDDLE SCHOOLS
HAVE A NOVT'1'TA'1'E OR A KTNOR SEKTNARY CONNEC'1'ED WTTH TI'
SO THAT SEKTNARTANS AND FU'l'URE STSTERS CAN S'l'UDY AT
'1'HESE NEARBY CA'1'HOL1C I1TDDLE SCHOOLS.
--SCHOLASTIC ACHIEYEI1ENT VERSUS AUTHENTIC EDUCATION
8:5.
THE ~UALTTY OF A SCHOOL TN TAlWAN AS SEEN BY THE
CHlNESE lS DETERl1TNED BY THE STANDARD OF lTS A CADE 1flC
EXCELLENCE. THE PURPOSE OF THE PARENTS rN SENDlNG THElR
CHlLDREN TO ONE SCHOOL RATHER THAN ANOTHER, lS IN THE
SCHOLASTlC ACHlEYEl1ENT RATHER THAN XN THE C01fPLETlON OF
A CH l LD ' S EDUC A TlON XN'I'O A 1fA TURE PERSO N; NOT THA'I' TH1I:R.E
XS NO CONCERN AlfONG PARENTS IN GlYlNG A GENUlNE EDUCA-
TlON TO THEIR CHlLDREN-THE OPPOSlTE lS TRUE-BUT CON-
DITrONS ARE SUCH THAT ONE 1fUST STRUGGLE IN ORDER. '1¥J
"1fAKE XT" rN THE SOClETY, AN D, TBEREFORE, BlGH 1fARKS,
AS THE PROOF OF SCHOLASTlC EXCELLENCE, ARE THE NOR11 BY
WHlCH A PERSON IS JUDGED RATHER THAN PERSONALlTY OR
GENERAL HU1UN ~UAL VJ!IES AND YlR.TUES. CONSE~UENTL 1', IF
A CHO ICE HAS TO BE lfADE BETWEEN A SCHOOL OF HIGH INTEL-
LECTUAL STANDARD AND ANOTHER EYIDENCING nORE CONCERN FOR
THE C01fPLETE EDUCATION AND DlSCI PL INE THAN FOR HlGH 11ARKS,
THE CHOlCE, NO DOUBT, WILL FALL ON THE FIRST ONE.
THIS HAS NOT ONLY BECOlfE THE YALUE-SCALE OF THE
PARENTS BUT ALSO 11ANY SCHOOLS HAYE ADOPTED THIS ATTITUDE.
THE I1fPORTANCE OF EXA11INATlONS, LARGELY OYER-E11PHASIZED
IN ALL SCHOOLS, 'CONYEYS THIS SAlfE IDEA. SCHOOLS ABE
--- 84.
GENER.ALLY l!OS'1' ANXlOUS IN '1'RYlNG '1'0 EVALUATE '1'HErR RE
SULTS THR.OUGH COKPE'1'lTrVE EXAKlNATlONS. OF'1'EN USlNO
'1'HlS AS A lfEANS '1'0 PTtEYEN'1' STUDEN'1'S F'ROK GE'1''1'lNG IN
VOLVED IN OTHETt PUR.SUl'1'S EYEN '1'HOUGH SUCH AC'1'lYl'1' lES
ATtE BEN EF lC l AL '1'0 A KOTtE C o 1!PLE'1'E EDUCA '1' l ON.
WE DO NO'1' lNTEND HERB '1'0 UNDERES'1'lKA'1'E '1'HE lnpOR
'1'ANCE OF IN'1'ELLEC'1'URAL ENDEAYORS. WHlCH SHOULD lNDEED
BE ONE OF '1'HE PRl1!ARY CONCERNS OF !HE SCHOOL BOARD.
ONE DOES NO'1' BARGAlN Wr'1'H ACADEKlC ACHlEYEKEN'1'. Bu'1'
'1'HlS CONCERN HAS GROWN '1'0 A DEGREE WHERE ANYONE WHO
STAR'1'S A SCHOOL lS l1171EDlA'1'ELY TAKEN IN'1'O '1'HE TREAD-KrLL
OF C011PE'1'l'1'lON AKONG SCHOOLS. PREVEN'1'lNG '1'Br NECESSARY
A'1''1'ENTlON '1'0 O'1'HER '1'HAN ACADE1!lC PROBLEl'lS AND GOALS.
THE GOAL OF '1'RUE EDUCA'1'lON lS THE Jl'OTtKA'1'lON OF '!'HE
WHOLE KAN. NO'1' "US'1' Hl S l N'1'ELLEC'1'. IT lS NO'1' BY POUll
lNG KOTtE K'NOWLEDGE l'N'1'O '1'HE BRAl'N OF '1' HE S '1'UDE'N'1' OR BY
FEEDlNG IN'1'O Hl11 KORE rNFOR1fA'1'lON OF D lFFEREN'1' SUB"EC'1'S
THAT '1'HE "11AN" IN HlK WlLL BE 1!OTtE C011PLETE, 710RE
"1!A'1'UTtE". WHAT WE l!UST Allf AI' lS THA'1' NO 1!ATf'ER WHA'1'
'1'HE PTtESSURE OF COl!PE'1'lTlON lS. OR HOW llfPOR'1'ANT lNf'EL
LECf'UAL TRAlNlNG OF f'RE Sf'UDENf' lS. f'RE YOUf'H lfUSf' BE
C01!PLEf'ELY EDUCAf'ED 1'0 f'AKE HlS PLACE IN OUR 1!ODERN
SOClEf'r; AND '1'Hrs. IN OUR OPlNlON, lS NO'1' BElNG ACCOK-
85.
PLISHED IN THE CONSIDERA'1'lON OF ONLY ONE ASPEC'1' OF '1'HE
EDUCA'I'lON OF '1'HE YOUTH. THE DIRECTORS OF SCHOOLS-AND
I lfEAN HERE FIRS'1' OF ALL OUR CATHOLIC SCHOOLS-lfUS'1'
HAVE THE COURAGE '1'0 STAND UP AGAINS'1' '1'HlS GENERAL CONJIV-
SION AND lfUS'1' '1'AKE A S'1'AND IN FAVOR OF EDUCA'I'lON OF 'l'HE
"WHOLE ruN". 1'1' IS A DIFFICUL'1' CHALLENGE '1'0 '1'RY '1'0 KEEP
'1'HE DEL lCATE BALA NCE BE'1'WEEN SCHOLAS'1'lC ACHIE VETfEN'1' AND
COlfPLETE HUlfAN EDUCA'1'lON, YE'1', THIS lffGH'1' YERY WELL BE
THE ROLE '1'HA'1' CA'1'HOL IC EDUCA'1' ION Wl LL HA YIE '1'0 PLAY IN
TA IWAN.
SCHOLASTIC ACHIEYElfENT VERSUS CHRISTIAN TESTIlfONI
THIS BRINGS US '1'0 '1'HE CEN'1'ER OF OUR DILElfNA. IF NO
AU'1'HEN'I'lC EDUCA'1'lON rs POSSlBLE Wr'I'HOU'1' ENY1S10NlNG THE
EDUCA'1'lON OF THE WHOLE lfAN, '1'HERE W1LL BE EVEN LESS op-
POR'l'UN1'I'Y FOR '1'HE EDUCA'I'lON OF THE TRUE CHR1S'I'lAN, BE-
CAUSE THE CHA rS'I'lAN FA1'1'H CAN ONLY FLOURISH ON mE FER-
'I'lLE BAS1S OF TRULY L lVED HUlfAN 'YALUEB.
ARE OUR CA'1'HOLlC SCHOOLS lN TA1WAN FA1'1'HFUL '1'0 '1'HE1R
PURPOSE OF CONVEY1NG '1'HE nESSAGE OF C.HR1S'1' '1'0 THEm S'1'U-
DENTS AND '1'0 OU'I'SlDERS? NO'1'IE, OUR qUIES'1'lON lS NO'1', "ARE
WE lfAK rNG CA '1'HOL lCB P". IN O'1'HER WORDS, ARE 0 UR SCHOOLS
RIECOGN1ZED AS "CHR1S'1'lAN", OR, HAYE THEY COlfPLE'1'EL Y
86.
IDENTIFIED THET'fSELVES WITH THE OTHER SCHOOLS BY BEC01'1-
ING T'fERE DIPLOT1.A T1ILLS, TURNING OUT STUDENTS WITH
D IPLOT1.AS BUT NO OTHER T1ESSAGE. PERHAPS, A 1'1ORE FUNDA-
T1ENT.AL QUESTION SHOULD BE POSED, SUCH .AS: WR4T IS THERE
IN OUR PHILOSOPHY OF EDUCATION AND IN OUR PEDAGOGY THAT
T1AKES IT PROPERLY CHRISTIAN AND BY WHICH WE IDENTIFY
OUR SCHOOLS AS SUCH.
F.A IL ING THAT PURPOSE, THERE IS NO TRUE CIm lSI' IAN
EDUCATION, THERE IS AT BEST ONLY RELIGIOUS INSTRUCTION.
THIS BECOT1ES T10RE .APPARENT WHEN WE CONSIDER THE TYPE OF
REL IG IOUS nlSTRUCTION G I YEN IN 110 ST OF orm SCHOOLS-OUR
STRONG INSISTENCE ON THE USE OF C.ATECHIS11 Qu.gSTION-AND
ANSWER SYSTE11 AND THE T1EHORIZATION OF IT A S WELL AS OUR
11ULTIPLE EFFORTS TO FIND IDEAL TEXTBOOKS BESIDES THE
CATECHIST1. THIS ALL DE110NSTRATES HOW INTELLECTUAL OUR
APPROACH IS. No WONDER. THAT THE GAP BETWEEN OUR. CLASSES
AND LIFE IS STRONGLY SENSED BY orm BOYS .AND GIRLS WHOSE
ATTITUDE TOW.ARDS THESE DOCTRINE CLASSES .APPEARS TO BE-
.ACCEPTANCE OF A "NECESSARY EVIL" FOR CATHOL ICS BUT WHICH
.ARE USELESS IN REGARD '1'0 FUTURE LIFE.
HOWEVER, OUR PURPOSE HERE IS NOT TO GENER.ALIZE,
NOT TO JUDGE OR CONDE11N THE WHOLE APPROACH TO C.ATHOLIC
EDUCATION IN TA IWAN. WE KNOW THAT IN SEYERAL
87.
INS~ITUTIONS SERIOUS EFFORTS HAVE BEEN, AND ARE BEING,
I1ADE TO I1AKE RELIGIOUS INSTRUCTION RELEVANT '1'0 THE STU
DENTS. S01!E HA VE ~R lED '1'0 C011E '1'0 AN OPEN EXClUNGE AND
RESEARCH FOR TRUE 1!EANING AND RELEVANCE mROUGH OPEN
DISCUSSIONS. OTHERS HAVE GONE FURTHER AND T'!ADE EFFORTS
'1'0 BUILD A TRULY REAL C01!'HUNITY SPIRIT A1!ONG STUDENTS,
AND THIS, IN OUR OPINION, IS THE ONLY ENVIRONl'fENT WHERE
FAITH WILL GROW. THE LOGICAL OUTGROWTH OF ALL THIS
WILL BE AN EFFORT TO T ItA. IN AND EDUCATE STUDENTS '1'0 AN
APOSTOLIC ENGAGE1!ENT WHICH WILL BRING US TO A TRULY
ACTIVE, LIVING CO'H'HUNITY OF LOVE, GENUINELY INVOLVED TO
BRING CHRIST TO OTHEM
IT IS OUR STRONG CONVICTION 'l'HAT UNLESS OUR CATHOLIC
SCHOOLS FOR1! C01!1!UNITIES OF FAITH wrTH ALL CATHOLIC LAY
TEACHERS, STAFF 1!E1!BERS, AND STUDENTS TAK ING PARf' IN If',
f'HERE WILL ME VER BE ANY A Uf'HENTI C TRANS 'HIS S ION OF '1' HE
HESSAGE OF REVELATION.
4-ROLE OF CATHOLIC SCHOOLS IN TAIWAN
THE QUESTION AR ISES NOW-WHAT IS THE ROLE 0]1' ME
CA~HOLIC SCHOOL IN ~HE CHINESE SOCIETY OF TODAY? WHAT
SHOULD BE THE 110 TIVE FOn. 'rHE VA ~HOL I C 1!I SS IONARY IN
S~AR~ING A SCHOOL? Do WE HAVE '1'0 BUILD SUFFICIEN~
88.
SCHOOLS SO THAT ALL '1'HE CATHOLrC BOYS AND G rRLS C.AN GO
'1'0 A C.ATHOL rc SCHOOL?
IN FOR110SA, WE ARE NO'1' rN A CIm r S '1' rAN SOC rE '1'Y, B U'1'
WHrLE WE ARE EXPANDrNG '1'HE CHURCH WE SHOULD BE CLEAR ON
THrS FUNDAl1EN'1'AL QUEST rON-DoES THE S rTUA 'I' rON OF '1'HE
CHURCH rN FOR-710SA CALL FOR CA'l'HOLrC SCHOOLS, AND rF SO~
'I' 0 WHA'1' EX TEN '1'.
Too OFTEN WE CONSrDER SCHOOLS TO BE AN TN'1'EGRAL
PART OF THE CHURCH AS tF THE CHURCH WAS NO'l' ES'l'ABLrSHED
LONG BEFORE OUIt PRESENT EDUCATrON.AL SYS'1'E1'!~ OR, AS l1"
'l'HE CHURCH CANNO'1' BE ES'l'ABLrSHED Wr'1'HOU'1' THE SCHOOLS
.AS t'1'S rrStBLE '1'OKEN OF lNFLUENCE.
PROFESSOR LtEGE DrSCUSSES '1'HrS QUES'l'rON OF
"CA'1'HOL rc INS'1'I'l'UT lONS" !PI H rs COURSE ON PASTORAL
THEOLOGy18• HE DrS'1'lNGUrSHES THREE FOR11S OF CA'l'HOLrC
rNSTtTU'l'rONS: THE.ECCLESrAL, '!'HE ECCLEStASTtC.AL AND 'rHE
TE11PORARY rNSTlTU'1'rONS. SCHOOLS BELONG '1'0 'rHrS '1'HrRD
CATEGORY WHTCH CAN BE ADDED '1'0 '1'HE O'1'HERS OR NO'1' ACCORD
tNO '1'0 'rHE NEED AND '1'HE ClRCUr1S'1'.ANCES OF THE '1'TTfE AND
SOClE'1'Y.
ACCEP'1'tNG PROFESSoFtLrEGE'S '1'HEORY AS A GUrDtNG
PRlNClPLE~ WE r!AY FOR1'!ULA'1'E '1'HE FOLLOWlNG .ANSWER '1'0 OUR
q UES '1'1 011: CrRCUl1ST.ANCES rN FOR110S.A DO NO'1' CALL FOR .A
89.
r1ULTfPL rCATrON OF SCHOOLS TO THE EXTENT THAT EV'ERY
CATHOLrC CHrLD SHOULD BE ABLE TO RECErV'E HrS EDUCATlON
IN A CATHOLrC SCHOOL. SOClETY rs NOT HOSTILE TO THE
CATHOL lC WAY OF L lFE. RATHER THAN TO rSOLATE THE
CATHOLlC YOUTH FROlf SOCIETY, rT WOULD BE BETTER TO
E.DUCATE THElf IN THE ENyrRONHENT rN WHrCH THEY lfr.fST LATER
'6 lYE AS ADULTS.
IT lS# HOWEV'ER# DES CRABLE THAT BOlfE CATHOL lC
SCHOOLS BE BurLT FOR THREE REASONS: (1) FOR RECRurTlfENT
OF YOCATlONS AND THE TRArNlNG OF qUALlFlED CATHOL1C LAY
LEADERS; (2) TO PRovrDE AN OPPOR~UNrTY FOR THOSE WHO
SPEcrFlCALLY DESlRE SUCH CATHOLrc EDUCATlON; AND (3) ~o
PROVIDE SUCH OTHER SCHOOLS AS WILL BENEFrT THE DEYELOP
HENT OF THE COUNTRY AND lTS PEOPLE.
!iE WOULD L lKE TO C071l1ENT ON THE ~HrRD REASON.
FORlfOS.A lS NO LONGER CONSlDERED TO BE A DEYELOPlNG
COUNTRY. THERE ARE ENOUGH ELEMENTARY SCHOOLS ON THE
lSLAND. DESP rTE THE GREAT DElfAND FROlf STUDENTS FOR
ENTRY lNTO THE l1lDDLE SCHOOLS# lfORE SCHOOLS ALONE# AS
THE STANFORD RESEARCH INS'l'lTU'l'E'S 1964 STUDY PorNTS OUT,
fS NOT THE PRr~RY NEED rN THE DEYELOP~NT OF THE
COUN~Ry17. THrs STUDY REVEALS THAT THE PASSlON OF ~HE
CHrNESE FOR E DUCA Tl ON fS 710RE OFTEN JUST A PASS lON FOR
90.
ACQUIRING A DIPLOMA AS A PASSPOR'1' '1'0 S'l'A'1'US lN SOC1ETY.
STUDENTS SHOW GREAT INTEREST FOR MIDDLE SCHOOL STUDlES
AND COLLEGE, BUT NOT FOR VOCATIONAL TRAlNING. THIS, AS
WE P01NTED OUT PREV10USLY, IS BECAUSE SUCH TRA1NING IM-
PL1ES 'PfANUAL LABOR IN THE FUTURE. YET, WE ALL KNOW,
THE DEVELOPnENT OF l'1ANY INDUSTRIES eN A COUNTRY IS DE
PENDENT UPON THE PROPER TRACNING OF MANY SK1LLED AND
SEMI-SKILLED LABORERS.
IN '1'HE L lGHT OF THESE CONCLUS 10NS OF THE STANFORD
STUDY, IT APPEARS THAT BY BUCLDING OUR NINETEEN ACADET'fIC
MIDDLE SCHOOLS WE nAVE JUST FOLLOWED '1'HE GREAT DET'fAND
FOR DCPLOlUS. ONLY OUR THREE VOCATCON.A.L SCHOOLS ARE
FULF ILL ING REAL NEEDS OF THIS COUNTRY. THE NUBS ING
SCHOOL IN Lwo TUNG-THE ONLY SCHOOL ON '!'HE ISLAND FOR
'1'R.A.IN1NG ~LE NURSES--lS CER'1'ACNLY RENDERING A GREA'1'
SERYICE TO THE COUNTRY EYEN IF I'1' INClDENTALLY COINCIJ)ES
WITH '1'HE FOUNDER'S PURPOSE OF RECRUlTING NURSES FOR ITS
MANY HOSPI'1'ALS. ,LIKEWISE, '1'1IE rOCATlONAL SCHOOLS IN
HSIN Pu AND TAITUNG ARE DOING GOOD SERYICE IN THE DE
VELOPT'fENT OF THE HSIN Pu AND TA1'1'UNG AREAS.
5'-EVALUATION OF CATHOLIC EDUCATION IN TAIWAN
CONCLUDING THESE OBSERYA'l'lONS ON CA'1'HOLCC EDUCATION
nr TA IWAN TODAY WE NOW Glf'E A BR IEF RESUME OF THE PAS'1'
91.
BEALfZA'1'fONS fN '1'HfS FfELD AND EVALUATE THE fTfPOR'1'ANCE
OF THE PRESEN'!' TREND OF f'1'S DEYELOPTfEN'1'. THE '(fOS'1' SfG
NrFrCAN'1' PERfOD rN THE DEVELOPflEN'1' OF EDUCATrON rs '!'HA'!'
BETWEEN 1959 AND 1964 WHEN TWENTY OF THE '1' WENTY-TWO
TffDDLE SCHOOLS WERE STARTED. AND, AS WE ALREADY KNOW,
THE PR tTfE PURPOSE OF THE DrFP'ERENT FOUNDERS fN S'J'AR'J'fNG
THESE TffDDLE SCHOOLS WAS RECRUfTflEN'!'.
REGARDU1G THE FUTURE DEYEL OPl'fEPlT OF OUR ENDEAYORS
TN '1'HfS FfELD, WE SUB r1 f'1' THE FO LLowr NG SUGGES'J'f ONS:
A) WHfLE WE WOULD FtECO'(fTfEND 'J'HAT S'I'rLL A FEW TfORE
ELETfErv'J'A1!t Y SCHOOLS AND ,"HDDLE SCHOOLS SHOUl.D BE BU fLT
fN TArWAPI, WE '!'HfNK '1'HE CHURCH'S POLTCY SHOULD BE A
POLfCY OF REPRESEN'1'fNG AND PROYfDfNG OPPOR'1'UNfTY FOR
TRULY CATHOLfC EDUCATfON RATHER THAN A POLfCY OF OB'1'AfN
fNG AND l'fAfN'1'AfNfNG A POSf'1'fON OF TNFLUENCE.
INSTEAD OF SPENDrNG TfONEY ON BUfLDfNG SCHOOLS AND
AT THE SArrE TurE KEEPfNG ALL OF orm CA'1'HOLfC REL fGfOUS
AND LAY '1'EACHE1!tS fN THOSE CA'1'HOLfC SCHOOLS, WE WOULD
PREFE1!t '1'0 S'EE THE CA'1'HOL fC TEACHER-BOTH REL fa f OUS AND
LAY TEACHERS-GO OUT fN'1'O THE GOYERN flEN'1' ,SCHOOLS ro
TEACH. TEACHfNG fN THOSE SCHOOLS AND TN GOYERNlfEN'1'
UNfVERSf'1'fES AND COLLEGES AS WELL, WOULD Tf01!tE CLEARLY
DErrONSTRA'1'E THE fN'1'ERES'1' OF THE CHURCH fN THE P1l0BLET'fS
92.
OF OUR f'tI'fES. I,. W& AR& '1'0 'I' ICS'I'tFY 'I'HAf' f'H& CHURCH tS
NOT ALOOF AND 1NDtFJI'EREN'P TO ANY TRULY HUHAN EN'PERPRtSE.
LET US START BY 71A1(lNG OUR RESOUR.CES AYAtLABLE '1'0 O'l'HEAS.
THE EXPER1ENCE8 OF OUR PREES'1'S--NAfNLY EN HEGRER
EDUCATtON-HA YIC SHOWN 'f'HA'r GOYER rtHEN'I' SCHOOLS WJrLC01'f&
T'TfE7'1 AS 'l'EACHERS AND A PPRoEC lATE THE fa WOAK. DUR lNG'1'H&
ACADEfflC YEAR OF 1903-1964, THtR'1'Y PRlES'1'S AND RELlG10UB
WERE TEACHING ElttHER AS FULL-'1'llf& OR PARf'-'1'tl'lB PMJI'EIS-
BaRS A'1' YARlOUS COLLEGES AND UNIVERSl'J'tEB OYER. '1'HE
tSL,AND. THElR WORK WAS GENERALLY CONStDERED 7'0 BE YERY
SUCCESSFUL.
a) THE aREA'1' RUSH OF STUDENTS 'PO OUR CA'rHO L rc
SCHOOLS .A. ND '1'11E A PPR. OYI NG CO l'ff1EN'PS OF MAN r PAttE N'l'B.
CATHOLIC AS WELL AS NON-CA'l'HOLtC, SHOULD NO'1' INFLUENCE
Oem. trtPRESSION OF 1.'HE APOSTOL lC VALUE OF oun SCHOOLS.
As WE DEMONS'1'RA'1'ED TN THE TH rRD CHAP'1'ER, 'rHESE FLA'1''l'Elf.-
nrc; COH'"f1ENf'S, NO 1'1.A.'1'1'ER. 110W ENCOU1U.GtNG 'rHEY /'fAy BE,
DO NO'1' EvrDENCE AN UNDERSf'AND ING OF 'I'HE CH'U1r.CH tN HER
ORrarNAL AND m.rNARY PURPOSE. IF WE EVALUA'1'E '1'HE E1'1't-
C lENCY or HER WORK ACCORDING '1'0 'I'HEBE tlYDOlfEN'1'S I W8 ARE
RENDEnrNG BAD SERVICE '1'0 OUR OWN PURPOSE OF PREACHING ,
CHR1S'!' AND HIS GOSPEL. BECAUSE '!'HE CHURCH 18 NO'!' PRI-
ffAR1LY A nORAL ~EACHrNG INS'!'l'!'U'1'ION. NOR rs t'1' PRrHARrLr
93.
AN ANTI-COrfrfUNISTIC AGENT, WE' T1UST BE SURE THAT THESE
PURPOSES, WHILE GOOD IN THEIR PLACE, DO NOT RECEIVE
OVER-El'fPHAS lS. IF SUCH IS THE ONLY IrfPRESSION lfADE BY
OUR SCHOOLS IN TAIWAN-AND CHANCES ARE TlUT THIS 71AY BE
SO--THEN WE ARE TflSREPRESENTING CHRIST AND HIS CHURCH
BY FORGETTING THE GOAt OF OUR. FA ITH WHICH lS LOVE AND
ACTIVE COTfTfITTfEN'1' TO CHRIST AND TO OUR HUHAN BROTHERS.
IT IS ONLY WHEN NON-CHRISTIA~/S IDENTIFY THIS LOVE AND
COffTfITHENT OF CHRISTIANS WITHIN THE WHOLE FRATfEWORK OF
OF THE INSTITUTIONALITY OF SCHOOL ORGANIZATIONS THAT WE
WILL BE ABLE TO TRULY SAY: "THIS IS A CHRISTIAN SCHOOL
WHICH IS A 'SIGN' OF CHRIST."
IT IS THE DIFFICULT TASK NOW TO BRING THIS REALlTY
PRESENT IN THE CONCRETE SlTUATION OF SCHOOL LIFE WHICH
IS TfARKED BY BUSY SCHEDULES, CRA TfTfING-SEBS IONS, PROBLETf
STUDENTS, AND, ABO VE ALL, THE STRUGGLE FOR INTELLECTUAL
STATUS. WE KNOW THAT, WHEN STARTING A SCHOOL, WE WILL
HAVE TO DEAL WITH ALL OF THESE REAL ITIES, YET, IF ACA
DErrIC EXCELLENCE CAN ONLY BE ACHIEVED BY BETRAYING THE
ORlGIr{ALITY OF OUR l'fISSrOMARY TfESSA-GE, WE ARE ON THE
WRONG TRACK AND ARE HEADED FOR FA ILURE.
C) liE wrSH TO ADD ONE TfORE POINT TO THIS. COl'fPE-
TITION ON THE ACADETfIC LEYEL SEEHS '1'0 BE UNAYOIDABLE.
94.
LE'.t us '1'HEN BE CAREFUL NO'1' '1'0 ADD ANOf'HER FRONf' '1'0 '1'H1S
C011PEf'r7'rON-AND CONSEQUEN'1'LY OF DrS-UNrON-NA11ELY. 7'RE
FRON7' OF EX7'ERNAL APPE.AFl.ANCES. WEAL7'H, AS WAS NO'1'ED
BEFORE, lS CONSrDE'AED 7'HE KEY 7'0 SOCfAL APPROVAL, FACE
AND fNFLUENCE, AND AN fNS'1'f'1'U7'rON CANN07' ESCAPE 7'HrS
PRtNCtPLE BECAUSE r'1' tS 7'HE CHtLD OF f7'S ENvrRON11EN'1'.
1'1' SEE11S LOGlCAL 7'HA'1' ANY tNSf'l'1'U7'lON WOULD S'1'RrVE '1'0
DEVELOP t'1'S BUlLDrNGS AND. EX'1'ERNAL APPEARANCES IN'1'O AN
r'HPRESStVE CO'HPLEX '1'HA'.t GArNS '.tHE PRAfSE AND APPROVAL
OF ALL FOR BEAU'1'Y AND GREAf'NESS. Buf', WE KNOW. '1'HA'.t f'0
EN'J'ER f'HtS ROAD CAN LEAD ONE rN'1'O A VERY A'HBfGUOUS PAf'H
OF f'ltlU1fPHALfS11 AND PAf'ERNALtS1f BOf'H OF WYtCH ARE fN
C01fPAf'rSL8 Wt7'H CHRtS'1'tAN LOYE AND PO VllR I' Y.
It'HfLE GOOD '1'AS7'E AND PRAC'1'fCAL PURPOSE SEE11 '.to HAVE
BEEN '1'HE GU tD fNG PRfNC f PLES SO FAR fN au tLDtNG OUR
SCHOOLS, WE BELfEVE THAf' WE HAVE NOW C011E '.to A POtNf'
WHERE O'1'HER NORl'fS M rGHf' EN'1'ER fN'1'O OUR POL tCtES. WE
MUSf' NOW BE AWARE OF f'HtS DANGER, FOR C011PEf'tf'tON fN
'1'HtS "FtELD Wt'1'H Et'1'HER CHRtSf'tAN OR NON-CHRISf'tAN fNSf'f
f'Uf'lONS CAN ONLY PRODUCE AN tNS'1't'1'U'1'tONAL PRtDE Wtf'H1N
THE CHURCH, MAKE HER MESSAGE 11EANINGLESS AND POSStBLY
DESTROY ALL POSS ta t L r '.tY FOR ANY GENU tNE D.tALOGUE. If'
WOULD CAUSE OUR CHURCH 7'0 CEASE BErNG f'RULY CHRtS'1'rAN.
95.
CONCLUSION TO CHAPTER IV
As .A CONCLUSION '1'0 TH1S CH.APTER, WE 71EREL Y WISH '1'0
S.AY TH.A'1' C.A'1'HOLIC EDUC.ATI0N IS IN 1'1'S FULL BLOOK IN
T.AIW.AN. Now IS THE T1nE WE KUST CLE.ARLY DEFINE OUR
GO.ALS .AND RE'1'H1NK THE KE.ANING .AND SlGNIFIC.AN~E OF OUR
EDUC.A'1'10N.AL 8YS TEK. To co N'1'1NUE TO FUNC'1' ION fN TEIH18 OF
, TR.AD 1 '1' 10N.A L Y ALUES IS '1'0 K.AKE OUR EDUC.A'1' ION l'IE.AN rNGLESB
'1'0 THE KODERN CHINESE SOCIE'1'Y .AND WILL K.AKE OUR FAf'1'H
lRRELEY.ANT '1'0 THE CH.INESE TN .AND OU'1'STDE OF OUR SCHOOLS.
1'1' 1S THE PURPOSE OF OUR FrN.AL CHAPTER. '1'0 TRY '1'0 DEFrNE
SOKE OF THE B.ASrC PRINCIPLES '1'!U'1' SHOULD GUIDE OUR EDU-
CAT rON.AL EYYOR'1'8 IN T.A lW.AN.
CHAPTFJl Y
EDUCATION TOWARDS FREE'DOI1
INTRODUCTION
OUR. STUDY OF 'rHE CH1NESE SOC1E'rY, mE FAl11LY, AND
1TS VAL UES HAS BR.OUGHT US TO THE CONCLUS 10 N 'rHA l' 'rHESE
TRAD1'rtONAL VALUES BY WHtCH f'HEY OPERATE FOSTER. DEPEN
DENCY AND SUB l11SS 1YENESS tN THE CH1 LDREN BATHER THA. N
FREEDO T1 AND SOC 1AL Y1R'rUES WH tCH ARE REqUtRED FR01'f THEl1
BY l10DERN SOC1ETY tF THEY ARE TO SUCCEED AND BE IUPPY
tN 1'r. WE., 'rHEREFOBE., PROPOSE A CHANGE tN OUR EDUCA
T10NAL PR1NC1PLES., 1N THE SCHOOL AS WELL AS 1N 'rHE
FAl11LY., D1RECTED 'rOWARDS FREEtNG 'rHE PERSON FROlf .ALL
CRtPPLlNG TtES OF CONYEN'rlON.AL REL.AT10NSH1PS AND FOS'rER
rNG lNDEPENDENCE .AND PERSONAL RESPONStB1L1TY.
THE PRESENT TBEND OF EDUC.AT10N 1N T.A1WAN, .AS W.AS
PO IN'!'ED OU'!' IN THE SECOND CHAPTER, DOES NOT SEElf '1'0 GO
1N mlS D1RECTlON. THE GRE.A'r E1'fPIUSrS ON LE.ARNING BY
ROTE lND1CATES TH.AT THE TB.ANST1lSS10N OF KNOWLEDGE lS
THE BASlC PRINClPLE WH1CH CONSTITUTES THE PEDAGOG1CAL
ACT10N IN THE ACTUAL TEACHING SlTUA'!'lON. HER$ THE
96.
97.
NATURAL EXPLORATOM SENSE OF THE STUDENT SHO ULD BE FA
VORED AND OUR TEA CHI NG HETHODS SHOULD BE ADJUSTED AC
CORDINGLY.
ANY SUGGESTIONS THA.T ARE TO BE TfADE FOLLOWING A
STUDY OF OUR C.ATHOLIC EDUCATIONAL SYSTETf IN TAIWAN TfUST.
FIRST OF ALL. BE BASED ON THESE OBSERVATIONS REGARDlNG
'!'HE GENERAL SITU.A'!'ION IN SOCIETY AND IN EDUCATION. To
BYPASS THEM WOULD HEAN TO DEVELOP A SCHOOL SYS'!'EH WHICH
DOES NOT RESPOND TO THE NEEDS OF 7'HE COUNTRY .AND WOUL D
ONLY PREPARE THE STUDENT '1'0 LIVE IN AN UTOprAN SOCIETY.
To QUESTION OUR CATHOLrC PEDAGOGY CALLS FOR QUES-
T ION ING THE GENERAL A PPROA CH OF THE CHUR CH TO THE PEOP LE
IN TAIWAN. OUR STUDY IN CHAPTER IV IUS TAUGHT US THAT
OUR. MESSAGE DOES NOT ALWAYS GET ACROSS AND THAT THE
CHURCH IS OFTEN NOT REGARDED BY OTHERS ACCORDING TO OUR
EXPECTATIONS. CHINESE DO NOT TAKE THE CHURCH FOR
GRANTED BU'!'. RATHER, LOOK CRITICALLY AT HER. THIS IS
THE TIHE FOR THE CHURCH 2'0 qUESTION HERSELF .AND TO RID
HERSELF OF ALL THE FORMS OF THE "SACRED" AND RE L IG IOUS
PRACTICES WHlCH WERE ADDED TO HER AND WHICH TEND TO HIDE
HER ORrGINAL ASPECTS. WE l'fUST GO BACK TO THE ORrGINAL
CHURCH OF CHRrST.
98.
To .APPLY '1'H1S '1'0 EDUC.A'1'TON l1E.ANS '1'H.A'1' WE l1US'1'
S'1'RTY'E '1'0 KEEP OUR 1NS'1'1'1'U'1'TONS "CHRTS'1'l.AN" AND CON'1'TNU
OUSLY W.A'1'CH SO '1'H.A'1' TN OUR CONCERN FOR .AC.ADEl1TC EXCEL
LENCE AND COTfPE'1'T'1'lON WE DO NO'1' LOSE '1'HE SIGN-Y'ALUE OF
OUR SCHOOLS BY IDEN'1' IFY ING T HE71 WI'1'H ANY 0 THER SECULAR
INS '1' I '1'U'1' lO PI.
WE HAVE NOW C071E '1'0 '1'HE FlNAL PAR'1' OF '1'HTS PAPER
WHERElN WE HAVE '1'0 BRI NG '1'HE ABOY'E COPICLUSIOrrS AND IN
FORlUT10N '1'OGETHER AS THE FOUNDA'1'lON UPON WHICH '1'0 FOR-
71ULATE SOT1E GENERAL PEDAGOG lCAL PR1PlC 1 PLES THAT.. IN 0 UR
OPlNION .. SHOULD SERVE AS GUIDELINES FOR OUR EDUCATION.
THE CENTRAL IDEA OF THESE PEt INC lPLES lS 1N THE '1' lTLE OF
'1'H lS PAPER: "EDUCA'1'lON TOW.ARDS FREEDOlf".
Iu THIS CHAPTER .. WE W1LL FIRST FOR,~ULA'1'E OUR THES IS
.AND IN THE FOLLOW1NG POIN'1'S DEY'ELOP THE nAIN IDE.AS OF
1'1'. HOWEVER .. WE WANT TO POlN'!' OU'1' F1RS'1' '1'HAT IT lS NO'1'
OUR PURPOSE TO DRAW A BLUEPRIN'1' FOR AN lDEAL CATHOL1C
PEDAGOGY TO BE .APPL1ED '1'0 S071E UTOPlAN SCHOOL WHICH WlLL
NEVER BE ABLE '1'0 OPERATE. YET, ~lLE SOl1E OF '1'HE PR1N-
CIPL1£S '1'HA'1' W1LL BE EXPOSED HERE 7110H'1' S0711£'1'l71ES SEE71
'1'0 BE REl10TE FR071 THE CONCRETE SCHOOL SlTUAT10N AS WE
KNOW 1'1', 1'1' ST1LL lS OUR CONVIC'1'lON THAT THE RE.AL1ZA~lON
OF THE71 1S POSSlBL1£-EYEN l1fPERATIY'E-FOR 710DEFtN '1'Il1ES.
99.
1-THESIS
WE MAY NOW ANNOUNCE OUR THES IS BY FORNULATING THE
GENERAL PEDAGOGICAL PRINCIPLES WHICH, WE SUGGEST, CAN
GITE US A POSITIYE BASIS FOR WH.A.TEYER ADAPTATIONS WE lfAY
HAKE IN OUR EDUCATIONAL nETHODS IN TAIWAN. WE WILL CON-
SIDER CONSECUTIYELY THREE ASPECTS: (1) LIBERATING THE
PERSON; (2) CREATrNG A LrFE-GIYING RELATrONSHIP; AND
( 3) L I V IN G TO L 0 YE.
LIBERATING THE PERSON I
By FOUND ING OUR SCHOOLS WE A SSUlfE THE DUTY TO EDU-
CATE THE YOUNG AND TO HEL P THEN GROW TO THE lfA TUR ITY
THAT SOCIETY REQUIRES FROlf THElf. To BECOl1E l1ATURE MEANS
'1'0 BECOl1E FREE IN THE ORDER OF BErNG, TO GROW TO A CER-
TAlN INTEGRITY WHEREBY THE PERSON, BEING IN FULL POSSES-
SION OF SELF, ASPIRES TO THE REALrZATION OF HIS SELF BY
ENGAGrNG IN INTERPERSONAL RELATrONSHIPS, BY TAKrNG INI-
TlATIVE WHrLE ASSUlfING RESPONSIBrLITY FOR HIS OWN DEEDS.
LIFE IN T10DERN CHlNESE SOCIETY OF TAIWAN REQUIRES
THAT 'OUR YOUTH SHDULD BE EDUCATED TOWARDS THIS GOAL.
THEY SHOULD BE BROUGHT BY THE EDUCATDR '1'0 (1) DISCOYD
rNG THE SELF; (2) SELF-ACCEPTANCE; AND (3) GENUINE OPEN-
NES8 TO OTHERS.
100.
CREATING A LIFE-GI VING RELATIONSHIP
To ACCEPT THIS FIRST PRINCIPLE ~EANS ALSO THAT ONE
AGREES TO CONVERT THE TRADITIONAL CONCEPT OF AUTHORITY
FRO~ ONE BASED ON DUTY AND OBEDIEN'CE INTO A N'EW ONE
BASED ON LOVE AND EXCHA. NGE. BOTH EDUCATOR AND PARENT
nrrST WORK IN THE SA~E DIRECTION. THEIR GENUINE LOVE WILL
ALLOW THE CHfLD TO GROW AND ENABLE HIS RICH POTEN'TIALI-
TIES TO COTfE ALIVE. EDUCATORS, THEREFORE, WILL BE CON-
SIDERED NOT SO ~UCH AS LAWGIVERS BUT AS L IFE-GIYERS
AND TRUE CREATORS OF LIVING PERSONAL ITIES.
LIYING TO LOYE
To EDUCATE THE ADOLESCENT ALONG '1'HE ABOYE-El{PLAINED
LINE OF THOUGH'1' IS '1'0 HELP HII1 TO ACKNOWLEDGE HIS OWN
SELF, AND, ONCE HE IS AWARE OF '1'HIS SELF, '1'0 GIYE HII1-
SELF TO OTHERS. HERE, NA'1'URALL'r, THE ADOLESCENT WILL
D ISCOY ER. HIS OWN LIFE AS A PLAN, AS A HIS TOR Y OF WH IC H
HE IS THE AUTHOR AND WHICH HE WAN'1'S TO COI1PLETE IN '1'HE
FULL DEYELOPI1EN'1' OF HI11SELF.
HERE, W.E ARE IN WH.A. '1' ONE COULD CAL L THE "PRE
CATECHETICAL" PHASE OF OUR EDUCA'1' ION WEI ICH BRINGS THE
ADOLESCENT TO THE AWARENESS THA'1' THE ULTI11ATE ACC011-
PL IS H11EN'!' OF HIS LIFE IS IN A COI1 PLE TE OPENNESS TO THE
101.
ABSOLUTE--TO GOD. EDUCATION IN THE FAITH THEN nEANS TO
ACCOffPANY THE ADOLESCENT TO THE AWARENESS OF THE FACT
THAT HE IS r1A DE TO LOYE AND THAT HE CAN 0" LY FULL Y AC
C071PLISH HIS FREEDOff BY FREELY AND lCN'OWINGL Y GIYING Hln
SELF TO CHRIST THROUGH THE LOYE OF HIS FELLOW nEN.
WE WILL IN THE FOLLOWING SECTION TREAT THESE THREE
PARTS OF OUR THESIS IN TfOR.E DETAIL.
2-LIBERATING THE PERSON
THE TRADITIONAL CHINESE FAnILY AND SCHOOL EDUCATION
ARE BASED ON THE YA.LUE OF AUTHORITY. BYEN ffODERN FAnI-
LIES AND SCHOOLS, AS PREYIOUSLY NOTED, STI LL OPERATE
LAR.GELY ON THIS PRINCIPLE. By ACCEPTING AUTHORITY AS
THE nA IN }rORCE I N ITS PEDAGOGY, THE SCHOOL RE IN FORCES A
YALUE THAT IN THE TRANSITIONAL SOCIETY OF TODAY IS BOUND
TO DISAPPEAR BECAUSE IT IS DETRlffENTAL TO THE NATURAL
DEVELOBrfENT OF THE PERSON. 1'1' ENSLATTES Hln, IT NEYER
ALLOWS THE HIDDEN PERSONALITY IN ruN TO DEYELOP FREELY.
OUR NEW PEDAGOGY SHOULD BE DIRECTED TOWARDS LIBERATING
THE HIDDEN RICHES IN THE PERSON BY PROTTr DrNG OPPORTUNI'1'Y
'1'0 (1) DISCOYER HITfSELF, (2) HELP HIff '1'0 ACCEPT HlnSELF,
AND (3) GROW '1'0 GENUINE OPPENNESS '1'0 OTHERS.
102.
DISCO VER ING THE SELF
W.r.rILE nOST OF THE SCHOOLS LARGELY RELY ON AUTHORI'1'Y
AND REQUIRE TOTAL SUBl1rSSIOY FROn THE STUDENTS, WE THINK
THAT CATHOLIC SCHOOLS SHOULD YO LONGER ENCOURAGE THIS
DEPENDENCY SYSTEn. YET, CONS IDER ING THE PRESENT PRAC
TICES OF PEDAGOGY IN OUR SCHOOLS, THERE ARE NO INDICA
TIONS OF ANY CHANGE. E'T1PHASIS ON S'1'RUCTURES IS STRONG
AS WELL AS STRICT INSISTENCE ON CONFORl1ITY TO THESE
STRUCTURES. CONSCIOUSLY OR NOT, WE FORCE THE rNDIVIDUAL
STUDEN'1' TO CONFORn TO THE GROUP, SUFFOCATrNG '1'HEREBY THE
DEVELOP1'fENT OF ANY PERSONAL TRAITS OR TALENTS. THE STU
DENT ACCEPTS TH IS BECAUSE IT GI YES HI n PRO TECTI ON AND
SECUR T'1'Y. BEING AN UN- IND IVI DUA TED T1El'fBER OF A GROUP
DOES NOT EXPOSE HI1'f '1'0 CRITTCIS1'f OR ATTACK. IT SECURES
HI1'f '1'HE SOCIAL APPROVAL WHICH IS SO VITAL IN THEIR TRA
D I'!.'IONAL V'AL UE-SCALE '!.'HA T HE IS READY TO ACCEP'1' THIS
FORM OF SECUR I'1'Y IN EXCHANGE FOR HIS INDEPENDEY'1' AND
FREE SELF-DECISION.
THIS, HOWEV'ER, CAN HARDLY BE RECO lfl1ENDED AS AN
IDEAL PEDAGOGY TO F ORn MA 'J.'URE YOUNG PEOPLE. IT IS ONLY
IN THE PRA CTICE AND THE CONCRE'1'E S ITUA '1' ION OF THE ACT
OF INI'1'IA'1'IV'E AND PERSONAL RESPONSIBILI'1'Y rNA'1' ONE CAN
GROW. THERE, THE INDIVIDUAL HAS '1'0 LEAV'E THE SATE'1'Y OF
105.
Hrs PASSrVE OBEDfENCE ROLE AND EXPOSE HlNSELF TO THE
CRlTrClSN OF OTHERS. THrS NEANS DANGER; IT rs THREATEN-
lNG. THERE WlLL NOT BE THE PROTECTrON OF THE AUTHORlTY
FrGURE. THE ONLY STRENGTH HE WrLL FrND rs HrS TRUST rN
OTHERS AND rN HlNSELF. SECURrTY RKRE rs NOT SOUGHT rN
THE SUPERlOR'S CONnAND, BUT WlTHfN ONESELF. No BELF
rNTEGRATfON CAN EVER BE ATTAfNED WrTHOUT TAKrNG THE
RrSKS OF rNfTfATfVE AND RESPONSfBrLfTY. IT fS rN THE
ff fDBT OF THrS '1'HAT THE PER SON Wf LL D f SCOVER. H lS '1'RUE
BELF AND ffANY HfDDEN FACETS OF l'1'.
To PUT THfS IN'1'O A PEDAGOGrCAL PRfNCrPLE WE l'fAY
SAY THA'1' 11AN EXfSTS, NOT AS ..t COnPLE'1'E BElNG. BU'1' AS
ONE THAT lS '1'0 BE CO 11PLE'1'ED, AS A "PROJECT". 1'1' lS THE
TASK OF '1'HE EDUCATOR '1'0 CREATE THE CLrnATE '1'HAT ALLOWS
HAN '1'0 DfSCOVER HrNSELF. THlS NEW lNSlGHT, WHlCH CAN
ONLY GROW fN AN A'1'110SPHERE OF LOVE AND TRUS'1', WrLL
LlBERATE THE PERSON AND SET FREE THE HrDDEN FORCES OF
HrS rNNER SELF.
INTEGRATION OF THE SELF
BE rNG AWARE OF Hr11SELF, 11AN nus T ALSO POS SESS AND
fN'1'EGRATE Hr11SELF. NOT ONLY HlNSELF BUf' HfS WHOLE EN-
VlRONNEN'1', THE REALf'1'rES RK ENCOUNTERS IN HlS LrFE,
104.
THE EVENTS THAT HAPPEN, ETC. IT ~UST BECO~E PART OF THE
HIS TORY OF WHICH ONLY HE CAN BE THE AUTHOR.
ADOLESCENTS, THEREFORE, nUST LEARN TO BE RESPONSIBLE
FOR THEIR OWN DEEDS-WHICH IN OUR EDUCATION SYSTEn IN
TAIWAN 'l'HEY ARE NOT. WE ASK THEn '1'0 PERFOR~ ACTS. THEY
ARE EXPECTED TO EXECUTE THE~ WITHOUT QUES'1'ION-NO'1' '1'0
TAKE ANY INI'1'IATIYE.
IN ORDER '1'0 EDUCATE A DOLESCEN'1'S TO SELF- INTEGRA T ION,
OUR EDUCATION 1'fUBT BRING THEH CLOSER TO REAL I'1'Y. POSSES-
SION OF SELF SPRINGS FROH INTEGRATION OF REALI'1'Y. THIS
REQUIRES PREPARA'1'ION AND COURAGE, ESPECIALLY IN OUR TInE.
R~AL ITY IS NO HORE THAT LASTING, UNCHANGING '1'HING WHICH
WE CAN GRASP. REALITY CHANGES AND CHANGE DISTURBS US.
IF WE WANT TO CONFRONT REALITY IN A RADICALLY EXIS'1'ENTIAL
WAY, WE ~UST BE READY '1'0 RE- INTER PRE '1' OURSELVES AND THE
EVENTS OF LIFE CONS TAN'1'LY. THE REAL ITY OF '1'HE HU1f.AN
EVENT AND OUR EDUCATION SHOULD BE CLOSELY CONNECTED.
IN OUR ACTUAL TEACHING WE HIGHT VERY WELL BE DOING
THE OPPOSI TE OF '1'HIS. THE CHR ISTIA N IDEALS WHICH WE
PROPOSE ARE BASED ON LOVE, SACRIFICE FOR O'1'HERS, AND
SOCIAL AWARENESS. THESE REQUIRE AN tNTEGRATION OF BELF
AND OPENNESS '1'0 OTHERS. YET, THE REALtTY WHERZIN WE
105.
1'!,AKE OUR STUDENTS LIVE OFTEN GIVES L IT'1'LE OR NO EVIDENCE
OF ANY C01'!1'!UNICATION OR SHARrNG EXCEPT IN AN ARTIFICIAL
AND UNREAL WAY.
ONE 11AY FIND DrFFERENT REASONS AND CAUSES OF THIS
SITUATION. THE HOST EVIDENT REASON IS OBVrOUSLY OUR
BEING COHPLETELY ABSORBED .BY CONCERNS FOR ACADE11IC
PROBLEHS WHICH ALWAYS APPEAR '1'0 BE HORE URGENT AND CALL-
ING FOR 1'!ORE ATTENTION. ANY OTHER PROBLEH REGARDING
FOR11A TION OF 11AN 7'!UST BE POSTPONED.
WE WOULD BE LIKE THE PROVERBIAL OSTRICH '1'0 PRETEND
THAT IF WE BL IND OURSELVES '1'0 THIS PROBLE11, 1'1' WILL GO
AWAY OR SOLVE ITSELF. WE HUST FACE THIS PROBLEK- 1'1'
WILL NOT GO.A.WAY, NOR WILL 1'1' SOLVE ITSELF. WE KUST FACE
1'1', WE 11UST UNDERSTAND THAT THE CAUSE OF THE IN CONGRU ITY
BETWEEN OUR PRACTI CE IN EDUCATrON A ND THE HUK.A.N EY'ENT AS
LIVED .B Y THE STUDENTS DOES NOT C011E FRO 11 'l'HE OUTS IDE.
IN FACT, WE THINK, ONE OF THE 11AJOR CAUSES IS WrTHIN
OURSELVES, NAl'fELY, 'l'HE FACT THAT WE OFf'EN HAVE NO'l' THE
SLIGHTES'l' NOTrON OF WHAT IS GOrNG ON IN THE CHrNESE
SOCrETY. I.A.K OF COURSE REFERRING HERETO FOREIGN
KISSIONARY EDUCA'l'ORS.
SOHE OBSERYATIONS ON THIS ~UES'l'ION HAVE BROUGHT US
'1'0 THE CONVICTION THAT l1ANY FOREIGNERS, WHILE LIVING IN
106.
CHrNA. NEVER REALLY COT1E TO GRlPS WrTH THE CHlNESE
RE.AL rTY. FOR 71.A.NY, IT IS BECAUSE OF THE LACK OF K7IOW-
LEDGE OF THE L.A.NGUAGE. IF ONE NEVER GETS BEYOND THE
LEVEL OF CARRYI71G ON .A GOOD CONVERSATION, BETNG UNABLE
TO REALLY DISCUSS A PROBLET1 PROPERLY AND COrrT1UNTCATE
WITH OTHERS IN UNDERSTANDABLE TERT1S, HE WILL STAY .ON
LTVrNG WlTHrN THE CONFlNET1ENTS OF A PSYCHOLOGlC.AL WALL
THA T R lS ES BETWEEN H rrr AND SOC l ETY. L lV lNG I N THE l'f ID
DLE OF A COT1T1UNrTY, HE NEVEn COl17fUNIC.ATES WITH 1'1'. IN
EVITABLY, HE ENDS UP L IrrrTlNG H lS CONTACTB TO A FEW
FR lENDS WHO FINAL LY ACCEPT HrTf AND UNDERSTAND HrS LAN-
GUAGE SUFFrCIENTLY TO BE ABLE '1'0 '1' .ALK TO HU!. HIS 'flOST
GRATIFY ING CONT.ACTS ALWAYS RE11AIN THOSE WITH HIB CON
FRERES BECAUSE HE CAN SPEAK HrS OWN LANGU.AGE WITH THET1.
THERE rs STILL A7IOTHER POINT, NAT1ELY. THE FACT THAT
T1ANY EDUCATORS, T1,A lNLY RELlG IOUS, .ARE CUT OFF FROT1 ANY
CONTACT WlTH THE SOCrETY BECAUSE OF THEIR TfANNER OF
LIVING. THrS IS TRUE FOR ALL FORElGNERS TO DIFFERENT
EXTENTS BECAUSE ALL LIVE IN RECTORIES WHlCH ARE OFTEN
LIKE ISLANDS OF FOREIGN CULTURE SPREAD ALL OVER THE
COUNTRY. THERE. THEY LIVE WITH PEOPLE OF THE IR OWN
NATIONALITY AND CULTURE, SPEAKING THEIR OWN LANGUAGE
T10ST OF THE TlHE, AND OFTEN EATlNG THE FOODS THAT
107.
corNCIDES WrTH THErR NATIONAL PREFERENCE. THE ONLY CON-
TACT THAT HANY PRIESTS HAVE WITH SOCIETY IS BY OCCA
SIONALLY TRAYELrNG OUTSIDE FOR T1EE'I'rNGS AND RELATrVELY
SHOR'I' VISITS. THI S T1AN NER OF L IY ING DOES NOT G I YE '1' HEH
ADEQUATE INSIGH'1' TO THE PROBLEHS PEOPLE FACE DAY BY DAYI
ESPECIALLY THOSE OF THE rR STUDEN'1'S.
A PR lEST GENERALLY LEADS A FA IRLY SECURE LIFE
WITHIN THE HAYEN OF HrS RECTORY WHERE HE REALLY CAN
"FEEL AT HOnE". THEN ONE DAY HE READS A BOOK ON CHINA
AND IS SURPRrSED TO LEARN SO ruNY THINGS HE NEVER KNEW
BEFORE, ANOTHER DAY HE WILL GO TO A LEC'I'URE AND LEARN
SOHE HORE ABOU'1' THE COUN'1'RY WHEREIN HE IS LIYING. HE
DUTIFULLY TRrES '1'0 INSTRUC'1' HIHSELF BETTER BECAUSE.
SOMEHOW, IN OUR CARTES IAN WAY OF THINK ING. WE HA VE CO ME
TO BEL IEYE THA'1' KNOW ING THINGS AND UNDERS'1'AN DI NG THEM
INTELLECTUALLY PERFEC'1'S OUR BEING AS A HAN. SO'1'HE
EDUCATOR THlNKS THAT f'HE MORE HE "KNOWS", '1'HE HORE HE
WILL BE ABLE TO GIVE TO HIS S'1'UDENTS. BU'1' WREN HE RETURNS
'1'0 HIS CLASSROOM THE NEX'1' DAY, HIS EDUCA'1'ION WlLL BE JUST
AS IRRELEYA~T TO HIS S'1'UDEN'1'S AND AS INCONGRUEN'1' WITH
R.EAL ITY AS IT HAS ALWAYS BEEN BEFORE. JiE WILL NOT BE A
BI'1' HORE UNDERSTANDABLE TO THElf. UNLESS HE JUS FACED
THE PROBLE1!S BY ACTUAL CON'1'ACT. HE WILL NEVER. KNOW!
108.
PRIESTS, SeSTERS, AND BROTHERS SHOULD EDUCATE THEIR
STUDENTS '1'0 SELF-AWARENESS AND SELF-POSSESSlON SO TlUT
THEY HAY BE ABLE TO F.ACE REAL ITY BRA YEL Y AND FIND ENOUGH
SECu.RI'1'Y IN THEnSELYES '1'0 BE RESPONSIBLE PERSONS. BUT
HOW WILL THE REL lGIOUS DO THIS IF HE HIlfSELF HAS NOT
GROWN TO THlS DEGREE OF SELF-lNTEGRATlON? JiE HAS LlYED
FOR YEARS IN HlS COn11UNlTY, IN A HOS T SUBDUING RELATION-
SHIP OF OBEDlENCE. IN lfANY lNSTANCES THlS YERY PASSlVE
AND SUBlflSSIVE ATTITUDE DEl1ANDED FROf'{ RELlGlOUS IN THEIR
ORDERS HAS BEEN A NEGATlYE FACTOR IN THE i'tATURING PRO
CESS OF THE PERSON. ONE CAN HARDLY EXPECT Hln TO LEAD
OTHERS TO l'!A TUR l '1'Y.
WHEN WE BRING ALL OF THE ABOVE OBSERVATIONS TO
GETHER, WE ARE NOT SURPRlSED ANYlfORE '1'0 FIND A GAP BE
TWEEN 0 UR EDUCATION AND THE REAL ITY WHERE IN OUR STUDENTS
LIVE. LACKING PROFICIENT KNOWLEDGE OF THE LANGUAGE,
LIVING IN A CLOSED COlfnUNITY RElfOTE FROlf SOCIETY, AND
OFTEN LACK ING THE VERY lfATURITY WH lCH HE IS SUPPOSED TO
BE DEVELOPING IN HIS STUDENTS, THE RELIG IOUS EDUCATOR
CAN HARDLY BE SAID TO BE WELL PREPARED FOR HIS .JOB.
To RELIGIOUS EDUCATORS REALITY EXISTS OUTSIDE THEIR
CONVENTS OR RECTORIES. 111£ SUBnIT THAT THIS IS ONE OF
THE REASONS WHY OUR TEACHINGS OF RELIGION AND EYEN THE
109.
~ESTlnONY OF OUR LIVES AS SIS~ERS. BROTHERS, OR PRIESTS
IS VERY SUPERFICIAL AND THE IR INF LUENCE AL 110ST REDUCED
TO NAUGHT: WE TALK ABOUT THrNGS THAT, TO OUR STUDElvTS,
"DO NOT REALLY l1ATTER". THAT WHICH HAKES UP THE LIVES
OF OUR STUDEN~S LIES OUTS IDE THE WAL LS OF OUR SCHOOLS.
WE SEEn TO EVANGELIZE OR. FOR THAT (fATTER. TO EDUCATE
THE "UNREAL fl. WI THOUT ANY CONNECTION WITH THE OUTS rDE.
WITH REAL ITY. YET, IT IS WITH "WHAT rs OUTS I DE" TlUT
THE STUDENT WILL HAVE TO BUILD HIS LIFE AND FIrs FUTURE.
UNLESS ~Brs REALITY HAS BEEN INTEGRATED, THE STUDENT
WILL NEYEn TnULY HATURE.
OPENNESS TO OTHERS
ONE BECOl1ES A PERSON IN THE nEASURE IN WH ICB HE
LOVES HInSELF AND CONSEQUENTLY IS ABLE '1'0 GIYE HlnSELF
TO OTHERS IN OPENNESS AND TRUST. LOYE OF SELF AND ~RUST
OF OTHEns GO TOGETHER LrKE~INS. SELF-AWARENESS, AS WE
EXPLAINED ABC?YE, MUST NECESSARILY LEAD TO ~HIS GROW~H.
WE BELIEYE THAT IN THE SETTING OF OUR SCHOOLS, GROUP
ACTIVITIES HA YE AN U!PORTANT ROLE ~O PLA Y IN THIS PRO
CESS.
THIS WRITER HAS HAD S07fE EXPERIENCE WITH GROUP
ACTIYITIES WHILE BE rNG IN CHARGE OF THE "HIDDLE SCHOOL
110.
STUDENTS' ASSOCIATION OF TAICHUNG". THIS EXPERIENCE HAS
SHOWN THAT CERTAIN TRADITIONAL CHINESE VALUES ARE# INI
TIALLY, OBSTACLES TO GENUINE GROUP RELATIONSHIPS. tHESE
ARE nAINLY THE VALUES WHICH WE DISCUSSED EARLIER. IN THIS
PAPER-SnOOTH RELATIONSHIPS (Ho), FACE OR SHAnE (/'IIAN,
HAI-HSIU) AND lfUTUALITY (PAO). No TRUE connUNICA7'ION
WAS EYER ESTABL IBHED AS LONG AS nET1BERS MnAINED ON THE
LEVEL OF "HO"-DIRECTED RELATIONS. BUT AS SOON AS GENU
HIE A CCEP'l'.A.NCE WAS SHO WN, WHE THER BY ONE OF THE l1El1B ERS
OR BY 'l'HE LEADER# conl1UNICATIONS GREW 110RE OPEN.
WE DO NOT ljUE8TION THE VALUE OF TH;ESE PRINCIPLES,
AND THERE IS NO DOUBT THEY PLAY AN InpORT.A.NT ROLE IN THE
HISTORICAL DE7ELOP71ENT OF THESE HIGHLY CULTIY.A.TED AND
1108T SOPHISTICATED TRADITIONAL CHINESE REL.A.TI·ONSHIPS,
YET WE DO BELIE7E THAT IN nODERN CHINESE SOCIETY AND
EDUCATION THEY ARE DETR IT1ENTAL '1'0 GROWTH. IF ONE WAN TED
TO PUT THIS IN AN EXAGGERATED WAY, PO INT ING ONLY TO
THEIR NEGATI7E ASPECT, ONE COULD SAY THAT THE VIRTUE OF
"Ho" EXPRESSES A BASIC DISTRUST IN THE OTHER PERSON. IF
I ANSWER ANOTHER PERSON IN A FRIENDLY AND KIND WAY, EVEN
WHILE INTERNALLY STRONGLY DISAGREEING WI'l'H Hln, IRETA IN
11Y A11ICABLE RELATIONSHIP WITH HIl1, BU'l' I DO mIS AT THE
COST OF 'l'RUTH, AUTHENTIC I'l'Y AND INTEGRITY. IF I HAD
111.
REALLY TRUSTED THE PERSON, I WOULD HAYE TOLD Hl~ THE
TRUTH. BUT, '1'HlS I CANNOT DO UNLESS I LOYE Hl~ AND
TRUST THA'1' HE, EYEN THOUGH HE ruy BE ANGRY, WlLL NOr
"DES TRO Y" 71E.
THrs DOES NOT 71EAN THAT WE HAVE TO DO AWAY wrTH
THE71 C01fPLE'1'ELY. WE BELrEYE THAT THEY ARE YALUES WHlCH
CAN BE BE-THOUGHT rN PERSPECTrVEOF CHR. CSTlAN CHAIHTY IN
ORDER TO T1AKE THE T1 EXPRESS rONS OF GENU CNE RESPE CT FOR
THE OPlNlON OF THE OTHER PERSON. IF A PER.SON HAS COr!l£
TO FREEDOT1 AND TO ACCEPTAN CE OF Hrl'fSELF AND OF OTHERS,
HE WlLL NOT FEAR TO FACE THE OTHER PERSON WHO DrSAGREES
wrTH Hr71. HE wrLL FEEL NO NEED TO HlDE Nrs OWN DrSAGREE
HEN'T BEHrND T1AKE-BEL rEVE APPEARAN'CES OF LOVE, NOR wrLL
HE EX PER rENCE "LOSS OF FACE" WHEN CONFRONTED wrTH UN
PLEASANT FACTS.
5-CREATING A LIFE GIVING RELATIONSHIP
IN THE PRECEDCNG SECTlON WE EXPLAlNED THAT ANY TOR71
OF EDUCATlON THAT Ar71S At' FORH rNG YOUNG PEOPLE '1'0 BE RE
SPONsrBLE, CREATrYE l1EN, ABLE TO ADAPT THE11BELYES, TfUST
BE DIRECTED TOWARDS SELF-D IS C IPL INE, TOWARDS FREEDO 71 AND
INTEGRATION OF SELF. l1A.N CAN ONLY DEYELOP AND GROW
WHEN HE IS SET FREE. CONSEQUENTLY, EYERYTHlNG THAT PUTS
112.
CONSTRAINT IN HIS LIFE, TENDS TO ENSLAYE HUf AND BRING
HIT'! TO PASSIVITY.
THE QUESTION THAT ITfTfEDIATELY FOLLOWS IS HOW DOES
THIS AFFECT THE RELATIONSHIP BETWEEN THE ADOLESCENT AND
HIS EDUCATORS, OR, WHAT CAN OR SHOULD THE PARENTS DO AT
HOTfE TO FOSTER THIS INDEPENDENCE IN THEtR CHILD, AND
WHAT CAN OR SHOULD BE DONE IN THE CLASSROOn TO ARRIVE
AT THIS FORn OF EDUCATION.
IT IS OBVIOUS THAT THE ROLE OF THE EDUCATOR WILL
BE T'!OST InpORTANT IN DEVELOPING THrS APPROACH. WHlLE
FORnULATING THE FOLLOWING PRlNCrPLES WE ASSUnE THAT THE
EDUCATOR HInSELF lS A HAPPY MAN, A WELL rNTEGRATED PER
SON WHO rs HAPPY '1'0 BE THE FATHER OF THrS FAMILY, OR,
THE TEACHER OF THIS PARTICULAR CLASS. No VALUABLE EDU
CAT rONAL WORK CAN BE DONE WITHOUT THrS. THEREFORE, WE
TAKE THIS FOR GRANTED IN OUR DrSCUSsION HERE, ALTHOUGH
WE .ARE .AWARE THAT, DUE '1'0 LOCAL CrRCUnBTANCES OF WAR,
SEPARATION FROT'! FAnrLY ON T'!.AINLAND CHINA, LOW SAL.ARY,
ETC., THESE CONDrTIONS ARE NOT ALW.AYS PRESENT, EI'l'HER
IN THE P.ARENT OR rN THE TEACHER, AND THAT rtANY EDUCA
TIONAL PROBLErtB FrND THE IR ORrG rN RrGHT HERE.
113.
IN TffE FAl1IL1
WE T1UBT REl1ErfBER HERE OUR. DtSCUSS10N OF THE FAl11LY
1N CHA PTlI:R 1- THE FATF1ER A S THE STRONG AUTHOR tTY 11' lGURE
(IN THE SA11E WAY AS THE El'fPEROR rs FOR THE COUNTRY) lS
R,ESPONS1BLE FOR. PEACE AND HARf10NY tN THE FA!11LY, BUT AT
THE SA11E Tt7fE, liE tS ENTtTLED '1'0 EYERYBODY'S RESPECT AND
COT1PLETE OBED1ENCE, TOTALLY AND W1THOUT QUEST10N.
ONE REAL lZES THAT FOR TIlE FATHER WHO STtLL CONDUCTS
R1S FAT11LY ALONG THtS TRADITCON, rT WILL BE A PAINFUL
EXPER tENCE TO CHA.NGE AND A.CCEPT TH 18 SO D1FFERENT AP
PROA.CH nEQfJrnED BY f10DERN L tF!.'. YET, THtS IS WlIAT 1S
HA.npEN1NG 1N "A.NY FA.f11LrES TODAY. HE WlLL EITHER CON
T1NUE TO HOLD TO THrs TRAD1T10NA.L ROLE AND eN SO DO[NG
CAUSE GREAT AL r~NA'!'rON AND CONFL rCT BETWEEN H17fBELF AND
H18 CH1LD, OR, HE W tLL ONE DAY HAYE THE pnEC rOUB YET
PA lNFUL rNS1GHT THAT THE OLD 'l'll1ES HAYE PASSED AND THAT
L11'E HAS AND 18 CHANGtNG. HE wtLL THEN ALSO AGREE '1'0 GO
THROUGH TH1S PA rNFUL PROC1£SB OF CHA NGE 1N HCB OWN OUT
LOOK ON L tFE. THE "GOOD CH 1LD" THEN W1LL NO LONGER BE
THE SUBl1fS81YE CHtLD WHO NEYER QUESTlONS ANYTH1NG, WHO
NEYER D1STURBS PEACE 1N THE FAl1tLY, ETC., BUT THE GOOD
CHlLD W1LL BE THE ONE WHO, WH1LE RESPEC'l'tNG THE IDEAS
AND OPIN10NS OF IItS FATHER, WILL HAYE HIS OWN IDEAS AND
114.
OPINIONS, THE CHILD WHO QUES'l'IONS SOLUTIONS nICTATED BY
THE FATHER-YES, THE EYER INQUlRlNG, EVEN lRRfTATING CHILD.
FOR THE PARENTS, FATHER AND 110THER, IT IS A GREAT
CHALLENGE '1'0 Llylt WITH THlS CHlLD, TO TRY TO UNDERSTAND,
'1'0 C ONTlNUE TO ACCEPT, DAY BY DAY, KNOWING THAT ALL OF
THIS IS so DIAl'fE'l'RlCALLY OPPOSED '1'0 WHAT 'l'HEY HAYE GONr
'l'HROUGH AS CHILDREN. fE'l', 'l'HEY WILL BE DO ING GENUINE
WORK OF EDUCA'l'ION, BRfNGTNG ALIrE TUE PERSONALI'l'Y 0'
'l'~EIR CHlLD. IT l8 THE PAINFUL PROCESS OF BECOMING THA'!'
GOES ON DAILY UNDER THEIR EYES, AND TO WHICH THEY AID,
WH1CH THEY FOS'l'ER BY THEIR. UNDERSTANDING AND LorE. TR£Y
ARE TRULY "CREATORS" OF THE m CHILD, FIRST BECAUSE AS
PAREN'1'S THEY HAYE BROUGH'1' HIH IN'l'O '1'HE WORLD, AND,
SECONDLY AND 110RE InpORTANT, BECAUSE AS EDUCATORS THEY
H.AYE CONTlNUED THfS PAnlFUL PROCESS OF BIHNGING TO f.,IFIC
THE HIDDEN PERSONALITY AND RrCH QUALI.'l'IEB OF THEIR CHILD.
AUTHORI'1'Y AS PR.AC'1'ICED IN THIS CASE BY PAREN'1'S 18
D IA1fETR lCAf., LY OPPOSED '1'0 THE TRADI TIONAL TYPE. I NBTEAD
OF BRrNGING ABOU'1' THE SUBDUED CHILD, IT ALLOWS THE CHILD
TO GROW AND '1'0 EXlS'1' AUTHENTICALf.,Y. THrs, INSTE.AD OF
DIl1INISHING THE LOYE OP ~E CHlLD, WILL INCREASE 1'1' AS
HE WlLL SEE IN HIS FATHER NOT JUST THE LAW-GIrrR, T~
AUTHORITY FIGURE, BUT A CREA.TOR WHO CONTINUESTO LorE HI If.
115"
IN THE CLASSROOH
INSTEAD OF 'rHE "SAGE", '1'RADl'rlONAL r'lfAGE 011' 'rHE
TEACHER, NOW C Ol'lES THE NEW t'lfAGE OF THE "FR rEND". H lS
tS 'rHE DELlCA'1'E TASK '1'0 ENTER fN'rO THE FRA'lfE OF '1'HlNKING
OF THE S'1'UDEN'r wr'rHOU'1' lDEN'1'IFYING HI 'If SELF WITH HI'If. HE
WILL ACCO'lfPANY THE STUDENT ON HIS JOURNEY '1'0 THE D ISCOY
ERY OF HlnSELF AND WILL HELP Hln IN THE FOLLOWlNG D1F
FERENT WAYS:
(1) FORI1 A TRUE" AND ADEQUA TE SELF-CONCEPT. THIS
W1LL BE ONE OF mE TfOS'r URGEN'1' TASKS OF THE TEACHER. 1'1'
rs A ROLE wrCH lS SInlLAR '1'0 THA'1' OF THE PARENTS. HE
W1LL NOT ALLOW THE CH1LDREN 'r0 GROW IN ISOLATION OR RE
JECTION, ~rCH WOULD HAPPEN IF 'rHEY WERE CO'lfPLE'1'ELY SUB
DUED AND RE PRESSED IN'1'O A SUB 'If fSS lJ"E R. OLE BECAUSE CHA NCES
ARE '1'HA'r lN THAT CASE THEY WOUL D G ROW UP AND GRADUALLY
IDEN'1' lFY THE 'lfSELYES Wl'1'H TH lS REt! EC'rED SELF- rNAGE.
THEREFORE, THE TEACHER. W1 LL ENCOURAGE SELF-
UNDERS'1'ANDlNG AND SELF-ACCEP'rANCE 1N THE CHlLDREN. ONLY
THIS WlLL ENABLE THEn TO RELATE '1'0 OTHERS AND TO ACCEPT
OTHER PERSONS, WHICH lS THE FIRST RE(fUlS I'1'E OF LIY ING
HAPPlLY.
(2) HELP THEI1 TO SET REALISTIC GOALS. THIS, HOW-
EYER. EY1DENT 1'1' nA Y SEE'If '1'0 BE, W1LL BE AL 11OS'1' lT1POSS 1BL!
116.
ro DO IN rHE PRESENr CIRCU~SrANCES BECAUSE Ir PRESUP
POSES THAT THE TEACHER, THE SCHOOL, OR SOT'IE OTHER
QUALIFIED PERSON, AFrER HAYING STUDIED AND TESTED THE
CAPAClrIES OF THE CHrLD, WILL PLAN AND ORGANIZE..A PRO
GR..A~ OF TEA CH I NG ACCORD rNG TO THE NEEDS OF THE CH ILD.
OF COURSE, rHE P..ARENTS, TOO, SHOULD BE cONsULrED. IN
THE PRESENT SI'f'UArION, EYERYONE, REGARDLESS OF HIS
TALENTS OR I NT EL LECTUAL CAPA CI ry, H..4. S A rcB I rr ONS ro BE
A COLLEGE 71..AN. IN ~ANY CASES rHIS ..A~BITION COT'IES 110RE
FROf'{ THE PARENTS THAN FRO 11 THE CHI LD S INC E THEY EXPECr
THE COLLEGE DIPL011..A TO EYENrUALLY BRING ~ORE "ST..ATUS"
TO THE FA111LY. THEREFORE" BOYS AND GIRLS ..ARE OFTEN
PUSHED ON THRO UGH 11 IDDLE SCHOOL ..AND TO COL,LEGE W1THOUr
..ANY REAL rNrEREST IN WH..AT THEY ARE STUDYING.
fEr, FOR THE rEACHER WHO WANTS TO ORG..ANIZE HIS
TEACHING--NOr PRI11ARILY ro AID THE CHILD IN PASSING
SOlfE ENTR..ANCE EXA11INATION THAT IS TO BE GIYEN rHREE
YE..ARS LATER Bur IN PROPORTION TO THE CAPACITIES AND
..ASPIRATIONS OF THE CHILDREN IN HIS CLASSR0011-THE
PRO PER THING ro DO IS '1'0 HELP EACH STUDEN'I' '1'0 KNOW Hrs
OWN POTENr IAL IT IES ..AND L I11Irs AND ro SEr THEIR GOALS OF
SrUDY ACCORDINGLY. THIS WOU LD PREYEN'I' THE 'f!ANY FRUS-
TRArIONS OF STUDENrs WHO END UP WIrH A DIPL011A
117.
SUPPOSEDLY READY FOR L lFE AND FOR A .rOB WHlCH DOES N07'
tN'1'ERES7' 7'HE11. 17' WOULD ALSO AYOlD '1'HE S'1'lLL 110RE NU-
11EROUS FRUS7'RA'1'tONS OF 7'HOSE WHO, BErNG UNQUAL tFtED FOR
CER7'ArN S7'UDlES, ARE URGED '1'0 PURSUE '1'HE11 AND, AF'1'ER
FArLrNG THE FrRB7' '1'f11E, ARE AGAlN URGED 7'0 CON'1'lNUE.
OF7'EN 7'HrS RESUL'1'S tN BErNG DEEPLY HUR7' tN '1'HEtR SELl"
t11AGE AND rN BEC01'ltNG PO'1'ENTrAL FA CLURES FOR L rFE.
(3) DEYELOP A HAPPl GROUP SPIRIT IN CLASS. FOR-
GE7''1'tNG ALL OTHER PEDAGOCtAL PRtNcrPLES, DtDAC7'tCAL
RULES, OR PSYCHOLOG1CAL LAWS, ONE COULD SAY THA'1' THE
BEST lNSURANCE FOR A HEAL '1'HY GROW'1'H OF A CH lLD rN ANY
ENYlRON1'IEN'1' rs PROyrDED BY.AN A'1'110SPHERE OF HAPprNESS.
THE '1'EACHER WHO lS Hr11SELF A HAPPY PERSON AND ONE WHO
CAN GrYE S011E'I'HrNG OF H1S OWN HAPprNESS '1'0 Hrs S'I'UDEN'1'S
BY CRE.A '1' r NG '1'H rs SP lR r'I' OF FREEDO 11, SECUR l'l'Y, AND .rOY
1N H1S CLASS rs RENDER rNG Hrs S'I'UDENTS AN lNYALUABLE
SERyrCE. WE WOULD EYEN BE rNCL1NED '1'0 SAY 'I'HA7' ONLY
IN 'I'HrS KIND OF CL ll'!A'1'E CAN LASTrNG AND POS l'I'IYE EDU
CA'I'IONAL WORK BE DONE.
TH1S rs ALSO THE REASON WHY WE, AS NO'I'ED BEFORE,
ASSU11E THAT WE SPEAK OF A "IUPPY TEACHER". WE BEL rEYE
'I'HA7' OF ALL THE QUALrT1ES OF A TEACHER THrs rs N07' ONLY
'1'HE 110S7' UNPRED1C7'ABLE BECAUSE, EYEN lF A COUNTRY lS
118.
ENtlO YING PEA CE AND ABUNDAN CE, '!'HERE ARE SO HANY EL EHEN'rS
THAT EN'rER INTO THE LIFE OF !'fAN AND HAKE rT EITHER HAPPY
OR UNHAPPY. HAPPINESS rs NOT A T.A'LEN'l' WHICH CAN BE
TAUGHT IN THE TEACHER TRAINING PROGRAH, NOR CAN IT BE
AR'rIFICIALLY CREATED BY THE TEACHER WHO HAPPENS TO LACK
1'1'. IT IS NOT FOUND IN A 'rECHNIQUE BUT IN AN ON'rOLOGI
CAL STATE OF THE PERSON. LIYING WITH HO! EYERYDAY, THE
STUDENTS WILL BE STIl'fULATED BY HIS HAPPY OUTLOOK ON LIFE
.AND ON PEOPLE. BEING ENTIRELY UNAWARE OF I'r, THEY UNDER-
GO PROBABLY THE HOST PROFITABLE AND THE !'fOST POSITIYELY
STI!'fULATING INTERACTION l'HAl' IS POSSIBLE.
ONE ASPECT OF GROW'l'Y IS THE SPONTANEOUS EXPRESSION
OF HI l'fSELF BY THE PERSON. TH IS WILL BE FA VORED BY THI S
HAPPY Al'l'fOSPHERE IN THE CLASS. THE STUDENT WILL EXPRESS
HIS tlOY AS WELL AS HIS SORROW, HIS DISAGREEl'fENT AS WELL
AS HIS FULL SUPPORT, BECAUSE HE FEELS THAT HE IS AC-
CEPTED BY THIS TEACHER AND BY HIS PEERS. REtlECTION THAT
l!AY HA YE l'fADE Hll! SUFFER BEFORE, EITHER AT HOlfE OR IN
SCHOOL, WILL BE REPLACED BY THE DISCOYERY OF A NEW SELF
Il!AGE.
CHANGE THE CONCEPT OF AUTHORITY
THIS APPBOACH 'r0 EDUCA'rION PRESUPPOSES A CHANGE IN
119.
OUR CONCEPT AND PFiACTCCE OF' AUTHORITY AS WAS ALREADY
NOTED REGARDING THE F'AHCLY. WE WANT TO DCSCUSS TRIS HERE
A LlTTLE FURTHER.
AUTHORlTY HAS ALWAYS BEEN NECESSARY IN EDUCATION
AND IN SOCCETY AND HAS ALWAYS BEEN FtECOGN rZltD AS SUCH.
IT IS THE COVDlTION FOR EFFlCIENCY. FOR ACTION. AND FOFt
ORDER. How EYER, THE .A NC lENT CONCEPT OF AUTHORITY AS rT
EXISTED, A.ND STILL IS PRAC7'ICED IN ffANY OF OUR SCHOOLS.
CS NOT VA.L CD ANTHORE. NOR r5 CT EFFICIEN7' IN 'J'ODAl"S
SOC IETY. To CN5IST ON IT WOULD EYEN HURT THE ECONOHIC
DEVELO.,,71Er.T7' OF THE COUNTRY.
AN OLD C"FICNEBE TEXT OF THE SIX'!'H CEN1!URY I R. G.
rLLUSTRATES WELL HOW ONE LOOKS UPON SUPERIORS WHEN SUCH
SUBl1CSSIYE OBED.lENCE lS RE'i!UlRED FROf1 SUBORDINATES:
"THE HIGHEST SU PER tORS, ONE DOES NOT EYEN PERCErVE THEIR EXrSTENCE,
THE LOWER ONES, ONE ATTACHES HITfBELF TO THEH AND P'LA 7"1'1£11.8 THEft.
STCLL LOWER. ONE FEARS THErf, S'l'CLL LOWER, ONE DESP lSEB '!'HErf. ,,20
THE INTFtODUC'!'ION OF' THIS TYPE OF AUTHOFtt*1'Y, BASED
ON EXCH.ANGE .AND PARTCCtP.A.'1'tON eN RESPONS CBlL17'Y SHOULD
BE DONE OR,ADUALLY AND Wl'l'HOU*1' ABUSE. I~ 18 NO*1' ~HROUGH
~HE ABOLr~rON OF LAW f'HAf' .ALL CONSf'RAIN'l'S WlLL DrSAPPEA1I..
BUf' THROUGH ACKNOWLEDGrNG DrnEC'1'frES BORN FFtOf1 EXCHANGE
120.
BE~WEEN S~UDEN~S AND ~EACHERS. IN THOSE CONDt~roNS, THE
STUDENT wrLL CONSEN~ TO· PERFORM Hrs DU~Y wrTHOUT HAYtNG
~HE rMPREssrON OF HAYtNG SUBMt~TED OR OF LOStNG HtnsELF.
A. UTHOR r~Y HERE RECEtYES A COT1PLE~ELY DtFF EREN~
BAStS. IN ~Rr TRADtTtONAL CHtNESE CONCEPTtON, AUTHORt~Y
WAS JUSTtFIED ONLY TBROUGH SENtORtTY OR DtGNITY. IN
THIS NEW PERSPECTtYE, HOWEYEFt, AUTHORI TY CAN ONLY BE
JUSTIFrED rN FUNCTtON OF THE SERYfCE THAT ONE BRINGS TO
THE GROUP. POWER IS USED ONLY TO SERYE THE NEEDS OF
THE COMMUNITY OF STUDENTS THAT rT CONTROLS.
CONSEqUENTLY, THE NOTtON OF "SERYANT" rs NECES
SARfLY CONNECTED wrTH THrs CONCEPT OF AUTHOR tTY. ONE IS
DIRECTOR OF A SCHOOL, PREFECT OF DrSCtPLtNE, PROFESSOB,
ONLY TO SEBYE. To EDUCATE wrLL THUS MEAN TO GrYE THE
BEST OF ONE'S SELF.
AUTHORITY IN EDUCATION, rF rT REALLY WANTS TO
SERYE, CAN ONLY DO THrs WHEN IT rs FOUNDED ON OPEN
DrALOGUE AND COMT1UNtCATION, WHICH rs THE ONLY WAY FOR
THE EDUCATOR TO KNOW THE REAL NEEDS OF Hrs STUDENTS.
THE TEACHER WILL BECO~ AN EDUCATOR rF HE EXPLAtNS HtS
GOAL AND Hrs MEANS AND fF HE ASSOC rATES Hrs COLLABOBA
TORS TO THE ACTrON THAT HE PURSUES.
121.
THUS, INSTEAD OF T!ULTIPLYING THE DEPENDENCIES OF
THE STUDENT, HE CONS I DERS HIT! AS A PERSON WHOT! HE CNtES
TO IILIBERATE" BY DELEGATING PROGRESSIVELY AN AUTONOlfY
ACCORDI NG TO HIS POSS IB I L ITIES.
[IHILE T!AKING THESE REFLECTIONS ON FREEDO!1 AND
AUTHORITY IN OUR. EDUCATIONAL SYSTEr! IN TAIWAN, THE
AUTHOR DOES NOT nEAN '1'0 DISCREDIT THE EXERCISE OF
AUTHORITY AS A WHOLE BECAUSE IF IT IS TRUE 2'HA2' '!'UN
CAN NOT DEVEL OP HI !1SE LF WHEN HE IS NOT FREE OF CONS TRA INT,
IT IS ALSO TRUE THAT NOTHING CAN GROW IN ANARCHY.
THE ROLE OF GROUP-VYNAI1ICS
GRO U P-DYNAl'! ICS, IS AP PEAR.S '1'0 US, SHOULD BECO l1E ONE
OF 0 un. l'!A "OR r!ED IUl'!S '1'0 HELP THE ST UDENTS OPEN THE MSEL YES
TO EACH OTHER. IT IS WITHIN THE FRAMEWORK OF A GROUP
'1'HAT THE ADOLESCENT WILL BE 2'RAINED '1'0 RELATE '1'0 OTHERS
IN A HORIZON'1'AL RELATIONSHIP. No DOUBT, HE WILL FIND
LESS PROTECTION WITHIN '1'HE GROUP, BUT INSTEAD, HE WILL
BE GIYEN AN OPPORTUNI'1'Y '1'0 COOPERATE AND TOBEAR RESPON
S rBI L ITY.
THE YALUE OF GROUP-DYNA1fICS FOR. THE CHINESE SOCIETY
SHOULD NOT BE UNDEREB '1'1r!A TED. BESIDES BEING A UNIQUE
TOOL IN THE IIROWTH OF THE ADO LESCENT, I'1' nlaH'1' BE AN
122.
AGENT OF CHANGE IN THE FAl'1ILY AND SOCIETY. A BETTER
K NOWLE DGE AND A PPREC IA T 10 N OF THE OTHER PER SON CANNO T
BUT LEAD TO A 1'10RE REAL CONCERN FOR THE OTHER AND WILL
EVENTUALLY CREATE l'10RE SOLIDARITY WITHIN A COl'1l'1UNITY.
RELATIONSHIPS WILL THEN NOT ONLY BE BASED ON THE
RECIPROCITY CONCEPT BUT ON THE GRATUITOUSNESS OF TRUE
HUl'1AN RESPECT AS WELL. AND, AS WAS SAID REGARDING THE
APPROPRIATION OF THE HUff AN EVENT, HERE AGAIN ONE COULD
SAY THAT TRAUfING ADOLESCENTS TO ffUTUAL ACCEPTANCE AND
UNDERSTANDING AND FOSTERING RESPECT FOR THE HUff AN PER
SON AND HIS VALUES IS THE PRE-CATECHESIS OF rNTERPERSON-
AL RELATIONSHIPS. THE EDUCATOR WHO IS TRYING TO HELP
HIS STUDENTS GROW TOWARDS THESE GOALS IS DO ING TRUL Y
l'1ISSIONARY WORK, FOR, WHILE BRING ING THETf CLOSER TO
AUTHENTIC HUff AN VALUES, HE BRINGS THETf CLOSER TO CHRIST.
THE NEED FOR 1'10RE ATTENTION TO GROUP-DYNAffICS CAN
BE DEffONSTRATED FROl'1 ANOTHER STANDPOIN'!'.
ONE CAN NO LONGER. DEFINE PEDAGOGICAL GUIDEL INES
FOR OUR EDUCATION BASED ONLY ON AN UNDERSTANDING OF '!'HE
PSYCHOLOGY OF THE INDIVIDUAL STUDENT. HODERN PEDAGOGY
AND PS YCHO LOG Y NO LONGER L 111 IT THEIR INVES TIGAT r ONS '1'0
THE STUDY OF THE INDIVIDUAL STUDENT. THEY ARE r10RE AND
'flORE CONCERNED WITH THE STUDY OF RELATIONSHIPS THAT
123.
ENTER INTO THE EDUCATIONAL SCENE--TEAC~R-PUP1L, TEACHER
D1R-ECTOR., ADl1INISTRATOR-STUDErlT, ETC.THfS, OF COURSE,
IS PARTLY THE RESULT OF THE PROGRESS OF SOCfETY.
ONCE THE STUDENTS ENTER. SOCIETY, THEY WrLL HAYE
LfTTLE OPPOR.TUN'ITY TO ACT AS fNDfVIDU.ALS, BUT WflJL HAVE
TO .ACT IN GROUPS WITH PEOPLE WORKrNG IN D1FFER-EN'!' DIS-
C1PLINES. THE D1FFER.ENT BRANCHES IN THE ECONOHY OF
HODERN SOC fETY AR.E SO fNTERWO VEN THAT TIlEY HA VE BECO 71E
INTERDEPENDEN T.
IN THIS PERSPECT1VE, !'fODERN EDUCATION HUST STR1VE,
NOT ONLY TO ACCUl1ULATE SPECfALrZED KNOWLEDGE fN fNDfVI
DUALS, BUT ~ST ALSO DEVELOP tN THEl1 THE APTfTUDE AND
CAPAC lTY TO WORK wrTH OTHER. P}!:1t.SONS. THEREFORE, THE
KNOWLEDGE AND EXPERIENCE OF GROUP-DYNAl1fCS fS REQUIRED
TODAY.
4-LIYING TO LO fiE
LrYING TO LOVE REqUIRES EDUCATION IN THE FAfTH. By
EDUCATION IN THE FAITH, WE DO NOT l1EAN ONLY RELfGIOUS
INSTRUCT10N, BUT RATHER THE CREAT10N OF A SPIRIT, AN
AT110SPHERE CHARACTERIZED BY LOYE.
IN OUR PRECEDING CHAPTER WE HAYE DISCUSSED THE EDU
CArlON OF THE ADOLESCENT TOWARD FULL FREEDOf1 AND C01f
PLETE DEVELOPl'fENT OF Hrs PERSONALITY. WE DID NOT l'1EAN
124:.
O"LY EDUCATtON OF CATHOLtC STUDE"TS St"CE THE ~AJORtTY
OF OUR STUDE"TS ARE "ON-CATHOLtC. IT tS "01.' THE 1'fAtN
PURPOSE OF OUR SCHOOLS TO GtYE AN EDUCATtON tN THE FAtTH
TO A LL THE STUDENTS. BUT WE DO tNTEND TO EDUCATE ALL
STUDENTS TOWARDS ffATURE AND FULLY HU~AN BErNGS. IT WAS
POINTED OUT ON TWO OCCAStONS IN THIS PAPER THAT FOSTER
ING THE DEYEL OPMEN 1.' OF TRULY HUMAN YAL UES CAN BE SEEN
AS A DtRECT~ THOUGH RE~OTE~ PREPARATION TO THE CHRISTtAN
FAt TH.
IN THtS SECTtON~ WE tNTEND TO DEYELOP THtS ~ORE BY
DE~ONSTRATING THAT EDUCATtON tN THE FAtTH BRtNGS FtNAL
AND FULL EXPERtENCE OF HU~AN FREEDO~ TO THOSE STUDENTS
WHO FREELY AND WtTHOUT ANY PSYCHOLOGtCAL OR 1'fORAL PRES
SURE EMBRACE THE FAITH.
THtS T HES tS IS BASED ON THE D YNA~ IC Y lEW OF ~AN AS
OPPOSED TO THE TRADtTtONAL STATtC YtEW OF MAN'S EXIS-
TENCE. HAN HERE ts NOT CONSIDERED AS A BEING, COMPLETED
ONCE AND FOR ALL~ GOING THROUGH HIS EXISTENCE ON EARTH
AS AN UNCH.ANGtNG BEING. No, ~AN DISCO~ERS Ht1'fSELF .AS
. A PROJECT WHICH HE HI'ffSELF 'ffUST REAL tZE.
EDUCATED .ALONG THIS LtNE OF THOUGHT, THE ADOLESCENT
WILL FtN.ALLY DtSCOYER HIS LIFE AS .A HtSTORY WHOSE ULTt
l'f.4.7'E tNTENTtON.ALtTY .AND .ACCO'ffPLtSHlfENT IS tN FULL
125.
OPENNESS TO GOD. To EDUCATE THTS YOUNG T1.AN TN THE FATTH
T1EANS TO ACCOT1PANY HTT1 ON HTS JOURNEY TO FREEDOT1 TN THE
ORDER OF GRACE .AND OF THE HOLY SPTRTT:
"WHEN ANYONE TS UNTTED TO CHRTST~ THERE TS A NEW WORLD; THE OLD O~DER TS GONE AND A NEW ORDER HAS ALRE.ADY BEGUN. " 21
"THE SPTRTT YOU HA Y'E RECETY'ED TS NOT A SPTR CT OF SIrAY'ERY LE.ADfNG YOU BACK rN'1'O A L fFE OF FE.A8..
2BUT
A SPfRTT '1'HAT T1AKES US CRY 'ABBA' ~ FATHER. fli:j .
THE UL'l'TruTE DEGREE OF TfATURT'l'Y ATTAfNED BY ruN TS
DETERT1TNED BY THE WAY HE l!AKES H TS COT1T1T'l'T1ENT TO CHR TST • . ONE COULD GO EY'EN FURTHER AND SAY TRUTHFULLY~ T1.AN rs HTS
COT1T1TTT1ENT TO GOD.
THTS COl1T1TTT1ENT CAN ONLY BE !1ADE THROUGH THE HELP OF
A COT1T1UNTTY. IT TS THE TASK OF THE C.ATHOL TC SCHOOL '1'0
CREATE AT10NG TTS CATHOL TC STUDENTS AND FACULTY T1EMBER.S
THTS COT1T1UNTTY SPTRTT. THE SCHOOL T1UST BECOT1E A STaN OF
eRR TST AND OF Rcs LOY'E. IT CS ONLY THROUGH SUCH A CON-
T1UNCTY THAT CRR CST T S PRESENT .AND ONLY THROUGH rT CAN
NAN EXPRESS FULLY AND AUTHENTTC.ALLY HCS COT1T1TTT1ENT.
THCS COHT1TT~NT WTLL ALSO GROW OUT OF AN EDUCATCON
TOWARDS GENUTNE HU1fAN FREED01'1. HA Y'fNG GROWN '1'0 1fA TUR TTY
AN.D HAYfNG BEEN PREPARED FOR TRUE COT1T1C'1'1fENT '1'0 HCS
BROTHERS~ THE ADOLESCENT HAS C01fE '1'0.A STAGE WHERE GOD'S
WORD CAN C01fE '1'0 HC1f THROUGH HTS BROTHERS AND WHERE TT
126.
CAN BE READILY ACCEPTED AND ANSWERED.
WE WILL NOW DlSCUSS THE DIFFERENT STAGES AND ASPECTS
OF LIYING TO LOYE-(l) PARTICIPATION IN A COlflfUNITY OF
FAITH; (2) CATECHETICAL INSTRUCTION; AND (3) ApOSTOLATE.
PARTICIPATION IN A CHRISTIAN COI1I1UNITY
IN THE FIRST SECTION OF THE PRESENT CHAPTER, WE DIS
CUSSED THE UfPORTAN l' RO LE 01' THE GROUP IN THE GROWTH OF
A PERSON. ONE COULD SAY THAT THE GROUP BRlNGS THE PER
SON ALTYE THROUGH THE CREATIVE TNTERACTION OF THE lfElf
BERS W'FfTCH GIYES BtRTH TO THE TRUE PERSONALITY HIDDEN IN
EYERY lfElfBER. !fAN IS A SOCIAL BEING AND JUS l' AS HIS
NATURAL CHARACTERISTICS CAN ONLY DEYELOP THR.OUGH OTHERS,
SO ALSO RIS SUPERNATURAL POWERS. YET, IF WE CONSIDER
OUR TRADITIONAL 1!ETHODS OF BRINGING CHRIST TO OUR STU
DENTS, WE lfAY FrND THAT WE HAYE ALlfOST TOTALLY NEGLECTED
THE SOCIAL DrnENSION OF ~N.
LET us LOOK A T A CONCRETE srTUAT rON OF CATECHI Slf
TEACHING. You HAYE THE PRIEST, OR THE CATECHIST, GIVING
lNSTRUCTION TO A CATECHUlfEN, OR TO A WHOLE GROUP OF
CATECHUlfENS. IT MAKES LITTLE DIFFERENCE IF THE lNSTRUC-
TION WAS GIYE" TO A GROUP OR TO ONE lNDIYIDUAL BECAUSE
WHAT HA PPENS IS BASICALLY THE SArrE THING: INDIYIDUAL
127.
rN'STRUCTrON AS PREPARATrON TO BAPTrSH. WE INTENDED TO
PREPARE EACH INDI VI DUAL FOR HIS ENCOUNTER WITH (jOD. BUT
GOD DOES NOT SPEAK TO HAN AS A SOL ITARY BEING" ONLY TO
HAN IN RELATION TO OTHERS. CONSEQUENTLY, THE INDIVIDUAL
CAN BE BRO UGHT IN CONTACT WITH CHRIST ONLY THROUGH THE
rNTERHEDIARY OF A GROUP, A COHHUNI'1'Y. WE WANT TO REFER
HERE TO ONE OF THE 110ST READ 'l'HEOLOGIANS OF OUR TI71E,
DIETRfCH BONHOEFFER:
"CHIt rS'1'IA NI'1'Y 1'1EANS COlflfUNI'1'Y THROUGH JESUS CHRIST A ND rN JESUS CHRrsT. No CHRISTIAN COlf-11UNITY IS ffORE OR LESS THAN THIS. WHE THEIl. IT BE A BRIEF" SINGLE ENCOUNTER OR THE DArLY FELLOWSHIP OF ygARS, CHRISTIAN COHHUNI'1'Y IS ONLY THIS. WE BELONG '1'0 ONE ANOTHER ONLY '1'HR OUGH AND IN JESUS CHRrST.
"WHAT DOES THIS HEAN? IT lfEANS" FIRST" THAT A CHRISTIAN NEEDS OTHERS BECAUSE OF JESUS CHRIST. IT HEANS" SECOND" THAT A CHRISTlAN COlfES '1'0 OTHERS ONLY THROUGH JESUS CHRIST. IT lfEANS" THlRD" THAT IN JESUS CHRlS'1' WE HAVE BEEN CHOSEN FROI! ETERNITY" ACCEPTED IN TIlfE, AND UNITED FOR ETERNITY.
" ••• BUT GOD HAS PUT 'l'H IS WORD IN'1'O '!"HE 1!0U'1'H OF HEN IN ORDER THAT IT 1fA Y BE CO HlfUN rCATE D '1'0 OTHER lfEN. WHEN ONE PERSON IS S'1'RUC K BY '1' HE WORD" HE SPEAKS IT '1'0 OTHERS. GOD HAS WILLED THAT WE SHOULD SEEK HIH AND FIND HlS LIYlNG WORD IN THE WlTNESS OF A BROTHER" IN THE lfOUTH OF A l"!AN. THEREFORE" A CHRISTIAN NEEDS ANOTHER CHRISTIAN WHO SPEAKS GOD'S WORD '1'0 HI 71. HE NEEDS HIl"! AGA IN AND AGA IN WHEN HE BEC011ES UriCERTA IN AND DISCOURAGED" FOR BY HIlfSELF HE CANNOT HELP HII!-SELF WITHOUT BELYING THE TRUTH. HE NEEDS HIS BROTHER AS A BEARER .4MJJ PROCLAITfER OF THE DIVINE WORD OF SALYATION." 11
128.
IN THIS CLEAR EXPOSITION OF THE MEANING OF CHRISTIAft
COMMUNITY, WE FIND ALSO THE REASON WHY IN THE SETTING OF
AN EDUCATIONAL INSTITUTION COMMUNITY WILL BE THE ONLY
WAY TO BR ING CHRIST REALLY PRESENT.
To GIYE A MORE THEOLOGICAL REASON FORTH IS PRINCI-
PLE: HAN DOES NOT FIND HIS JUSTIFICATION IN HIMSELF. HE
FINDS HIS JUST IF ICAT ION IN THE WORD THAT IS SPOKEN TO
HIM BY GOD THROUGH JESUS CHRIST. THIS IS IN THE WORDS
OF BONHOEFFER, THE "ALIEN RIGHTEOUSNESS". l1AN CAN ONLY
l1EE'l' THIS WORD THROUGH HIS BROTHERS. THIS IS THE REA-
SON WHY THEY MUST MEET ONE ANOTHER AS BEARERS OF THE
MESSAGE OF SALVATION.
WE SUGGEST THAT THE FIRST STRIYING PI A'N'Y CATHOLIC
SCHOOL SHOULD BE TO FORM A COMMU'N'ITY WHEREr'N' ALL JOIN
EDUCATORS, FACULTY MEl1BERS AS WELL AS STUDENTS. As LONG
AS SOTfE STAY OUTSIDE, THE COMMU'N'ITY rs NOT COMPLETE, NOT
UNITED, AND THUS, NOT TRULY CHRISTIAN. FURTHER 110RE, IT
IS TO BE NOTED THAT WE SPEAK HERE OF THE "FORMATION" OR
THE "CREAT ION" OF SUCH A COMMUNITY, NOT OF lTS
"ORGANIZATION", BECAUSE IT rs TO BE MORE A MrLIEU OF
LIFE WHERE IN ONE GROWS AND L IYES JUST AS A FISH IN THE
WA'l'ER. THE ORGANIZATION OF SOME COMMON ACTIVITY DOES
NOT IN ITSELF MEAN THAT A TRUE COMMU'N'ITY EXISTS.
129.
ALTHOUGH ACTrVrTrES OF THE DrFFERENT SUB-GROUPS l1AY
BE SEPARATED AT Trl1ES, FOR EXA7'1PLE, CATHOLrC TEACHERS 11AY
HAVE DrSCUSSrON GROUPS OR Srl1rLAR ACTrVrTrES SEPARATE
FR07'1 THE STUDENT BODY, WE SUGGEST THAT THERE SHOULD AT
LEAST BE REGULAR COlf7'10N L rTURG rCAL CELEBRA Tr ONS WHERE
GENUrNE EXPRESSrON OF THE FAfTH fS SHARED BY ALL.
IT fS OUR FrRlf CONVrCTrON THAT NO AUTHENT rc EDUCA
TrON rN 'J'HE FAfTH CAN BE GrVEN tN ANY SCHOOL WHERE THrS
COlf7'1UNtTY HAS NOT YET GROWN BECAUSE THE SCHOOL 'I' HEN LOSES
fTS fNNER FORCE AS A L rFE-Gt VER, AND TO THE OUTStDE tT
CAN NEVER BECO lfE A TRUE S tGN OF WHAT fT PROFESSES.
CATECHETICAL INSTRUCTION
WHrLE WE DO NOT WANT TO Lrl1rT EDUCATrON tN THE FArTH
'1'0 RELrGrOUS tNsTRUCTrON, rT fS OB'YIOUS THAT WE WrLL NEED
IN OUR SCHOOLS SOT1E FOR7'1 OF rNSTRUCTfON FOR OUR CATHOLIC
STUDENTS. CATECHESrS rs THE rNSTRUCTrON rN THE FArTH OF
THE PERSON WHO HAS 7'1ET CHRrST AND HAS C07'17'1rTTED HrnSELF.
SrNCE 7'10ST OF OUR CATHOLrC STUDENTS IN OUR SCHOOLS WERE
BAPTIZED AS BABrES OR AS YOUNG CHfLDREN, OUR CATECHESfS
WrLL Arl1 AT RE'YEALtNG TO THEM THE 7'1EANfNG OF WHAT THEY
LrVED AT HOl'tE OR HI THE CHURCH-CELEBRATrONS BEFORE. THrs
wrLL LEAD Hrl1 EVENTUALLY TO A CONSCfOUS AND RENEWED FREE
130.
~DHESION TO JESUS CHRIST. WE SUGGEST THAT OUR CATECHESIS
SHOULD INCLUDE THESE TWO F OLLOWI NG l1'fPOIU'ANT ASPECTS:
(1) CREATION OF A NEW RELATIONSHIP TO REALITY; AND
(2) EDUCATION OF THE HEART.
1) CREATION OF A Nb'W RELATIONSHIP TO REALITY-
THROUGH '1'HIS PAPER WE HA V'E DEYELOPIlD '1'H1£ IDEA OF LIBER
ATING THE PERSON AND WE HAYIl DONE '1'H18 WITHIN THE WHOLE
PIC'1'URE OF '1'HE CHANGING CHINESE SOCIETY AND VALUE-SCALE.
AN IHPOR'1'ANT ASPECT IN THIS DEY1£LOPHENT O~ EDUCATION. AS
WE SAID BEFORE, IS TO KEEP UNITY BETWEEN THE SC"OOL
SETTING AND R.EAL I!'Y OUTS IDE. To SEPARATE !'HE TWO IS '1'0
ALIENATE THE ADOLESCENT FROH Hrs FUTURE l1IL1EU OF LIFE.
IF THIS IS TRUE FOR ANY EDUCATION TOWAR.DS AUTHENTIC
HUlfAN ExrSTENCE, IT IS EQUALLY TRUE FOR THE· EDUCATION IN
THE FAITH. THE APPROPRIATION OF HUNAN EVENTS HUST BRING
THE STUDENT TO DISCOVER HIS LIFE If ORE AS A DYrlATftC 'HIS'1'OR",
A HOVING FORWARD, WHEREIN EACH EVENT HAS tTS MEANING.
Br HELPING THE STUDENT '1'0 IN'1'EGRATE THE EYENTS AND THE
REAl,ITIES OF LIFE (NTO HIS OWN, WE BRING HITf TO READ HIS
LIFE AS A HIS'1'ORY WHEREIN GOD REYllALS HC1f8ELF '1'0 HIIf AND
IND tCATES TO HUt '1'81£ ROAD TO SAL VA '1'1 ON '1'HA'1' RUNS IN '1'YE
TftDST OF THE EYENTS OF HIS LIFE.
151.
"s' APPROPER rER UN EVENEl1ENT, C 'EST REDUrRE SON EXTERrORfTE, SE L'ASSfT1rLER, LE NOURRrR DE NOTRE DYNAT1rSTfE ET SE NOURRrR DE LUr, L'INTEGRER AUX FLUX DE NOTRE AVANCEE, AU LIEU DE LE LArSSER T10NSTRUEUSET1ENT RONGER DE L'EXTERrEUR LES FORCES QUI, EN NOUS, S'APpr,rQUENT A INVENTER NOTRE
AVENIR. C'EST JUSTEMENT PARCE QUE CETTE ASSI-l'flLATlON NE NOUS EST PAS DONNEE DANS LE FA IT ET
AVEC LUI QUE "4'H0T111E EST UN H01fl1E: PARCE QU'ELLE ES T A FA lRE • fti:J
2) EDUCAT ION OF THE HEART-THE co 1111lTHENT OF THE
CHRISTIAN TO CHRIST lS TO BE AN ADHESION OF THE WHOLE
PERSON' TO ANOTHER PERSON. THEREFORE, IT IS NOT JUST A
HATTER OF'rNTELLECTUAL ACCEPTANCE. NORE THAN THE IN-
TELLECT OF NAN fS fNVOLVED HERE, NAHEr,y, HIS HEART. AD-
HESfON DOES NOT OCCUR UNLESS THE HEART OF ~N fS INVOLVED
BRfNGfNG THE PERSON TO CHRrST fN CATECHESIS IS TO HAKE
HIH UN'DERSTAND, SEE, APPREcrATE AND LOVE THE PERSON OF
CHRfST. WE WOflLD LrKE TO CALL THlS FORH OF EDUCATrON
"THE EDUCATfON OF THE HEART", BDRROWfNG HERE AN EXPRESSfO'
OF l1SGR. A.BRIEN:
"Sf LE HOT 'COEUR' CO T1PORTE TOUS LES SENS NODERNES DU HOT PERSONNE, IL FAUT CEPENDANT REHARQUER QUE CE DERNlER TERHE EST BEAUCOUP
HOlNS SUGGESTfF, CAR fL A SOUYENT UNE SIGNICATION JURIDfQUEi LE SUJET D'UN DROfT;· TANDfS
QUE LE 'COEUR', AU SENS BfLIQUE, C'EST L'HOHT1E QUl DANS TOUT SON DYNAHfSHE, ENGAGE DANS SA
DESTrNEE, DANS UNE ATTrTUDE D'OUVERTURE OU DE REFUSj C'EST LE LfEU OU SE JOUE TOUTE L'EXfSTENCE.
ALORS QUE LE HOT PERSONNE C'E~~ TRES APPAUVRI ET RESTE BAUCOUP PLUS STATTQUE."
132.
11.AN CREATES HIl1SELF IN HIS HEART. THAT IS WHERE HE
TAKES DECISIONS. CONSEQUENTLY, THE FAITH IN CHRIST HUST
BE SO PRESENTED THAT tT SPEAKS TO HtS HEART PERSONALLY.
ClOD ADDRESSES HAN AND INVITES HtH TO LOVE. IT IS IN THIS
"LOVE", FOUND IN THE ENCOUNTER WITH GOD, THAT THE TREA-
SURE OF HAN IS. TH IS HUST BE SO PRESEN TED THA T IT IS
UNDERSTOOD AS A TREASURE WHICH CAN STIR UP THE DESIRE OF
THE HEART.
THIS INVITATION IS TRANSHITTED THROUGl! SIGNS. THE
FREEDOl1 OF THE HEART WI LL UNFOLD THRO UGH THE UNDERSTA ND-
ING AND ACCEPTANCE OF THE SIGNS. AND IT IS HERE THAT
THE COl'fl'fUNITY HAS ITS ESSENTIAL ROLE TO PLA Y. THE CO H-
nUN lTY OF THE FA IT HFUL OF THE SCHOOL MUS T BE THE SIGN
AND THE l1EDIUH OF TRANSHISSION OF GOD'S CALL. THE MORE
IT BECO l'fES TRULY CHR IS TIAN, THE CLEARER IT SIGN IF IES
CHRIST AND THE HORE IT FOSTERS BOTH UNDERS'l'AND ING AND
ACCEPTANCE OF ITS MEANING BY THOSE WHO LIVE WI'l'HlN ITS
WALLS.
THERE CAN BE NO SEPARATION BETWEEN EDUCATION IN THE
FAITH, CATECHESIS AND THE CREATION OF A CHRISTIAN COHMU
NlTY THAT IS ACTIrrE AND SIGNtFYING BOTH THROUGH ITS AC
TIONS AND LITURGICAL CELEBRATIONS.
135.
3) APOSTOLATE-A CHRISTIAN COrfrfUNITY. GROWN FROrf
GENUINE LOVE ArfONG ITS rfET'fBERS, SHARING REGULARLY
CHRIST'S 1'1ESSAGE OF LOVE IN THEIR CELEBRATIONS ffUST
NECESSARILY TURN '1'0 THOSE WHO. CONSCIOUSLY OR NOT. DO
NOT AS YET PARTICIPATE. IT WILL, IN ALL RESPECT FOR
HUff AN FREEDOrf AND DIFFERENCE OF OPINION. ANNOUNCE TO
THEM THE WONDERS THEY DISCOYERED. IT SEEl'!S. THERE FORE.
SUPERFLUOUS FOR US TO DET10NSTRATE THAT BRINGING TESTUfONY
FOR CHRIST IS AN INTEGRAL PART OF THE LIFE OF THE COffHU-
NITY.
WE HAVE EXPLAINED ABOVE THAT WE DO NOT HOLD THE
STATIC VIEW OF ffAN. CREATING A COl'!ffUNITY THEN IS NOT
GATHERIlVG A CERTAIN NUffBER OF PEOPLES. ALL IDENTICAL BY
NATURE, INTO ONE GROUP. IT l'!EANS CONTINUOUS BECOT1ING
AND GROWING OF A LIVING BODY. BY A PROGRESSIVE DISCOVERY
OF SELF. OF THE OTHERS AND OF CHRIST INTHEff. TH IS CON-
'1' rNUOUS INTERACTION IS NOT JUSTA SECO NDARY PART OF THE
LIFE AND WORLD OF THOSE PEOPLE. IT IS THEIR LIFE, IT
ffAKES UP THE IR HISTORY.
THIS nICH AND ACTIVE LIFE CANNOT BUT TEND TO IN-
CLUDE THOSE WHO COffE IN CONTACT WITH THEl1. STUDENTS
IN AN AUTHENTIC SCHOOL-COMT1UNITY WILL FEEL RESPONSIBLE
FOR ONE ANOTHER'S HAPPINESS .AND WILL TRY TO KNOW ONE
1M.
ANOTHER WlTH A KNOWLEDGE lNFORl'fED BY TRUE CHRlSTlAN
CHARlTY.
THE DYNAl'flC ASPECT OF THElR FAlTH WlLL HOPEFULLY GO
BEYOND THE L ll'ffTS OF THE SCHOOL. HAVlNG D lSCO YERED A
NEW TYPE OF ENCOUNTER WfTRrN THlS COl'fl'fUNrTY, THEY ~Y BE
STrl'fULATED TOWARD A RENEWED ENCOUNTER WlTH THE FAl'ffLY
GRO UP.
WE ARE AWARE THAT rN REALlTY THfNGS DO NOT ALWAYS
HAPPEN AS ONE SOl'fETrl'fES HOPES THEY WlLL, BUT WE WlSH TO
rlfAGrNE THAT THfS NEW ENCOUNTER wrLL BE THE SEED FOR A
NEW FORl'f OF A l'fORE CHRlSTfAN AND l'fORE GRATUfTOUS LOYE
AlfONG PEOPLE. IN THAT CASE, THE APOSTOLlC RADlATfON OF
OUR EDUCATrON rN THE FAfTH WlLL BE THE FULFrLLl'fENT OF
THE SOCrAL ASPECT OF EDUCATlON. No DOUBT, OUR. SCHOOLS
WOULD THEN BE REAL S lGNS OF CHRIST NOT ONLY SIGNIFYlNG
BUT ALSO REALIZING Rrs LOVE.
CONCLUSION TO CHAPTER V
IF THE CA. THOL lC SCHOOL rs TO EDUCATE fTS STUDEN'TS
TO BECOrfE WORTHY crTfZENS CAPABLE OF FULFILLrNG THErR
ROLES IN 110DERN SOC rE TY, fT ffUST GEAR lTS PEDAGOGY TO-
WARD LfBERATlllG THEl'f AND BRfNGfNG THEM TO FULL fliTEGRA-
-TrON OF SELF, ABLE TO RELATE WfTH OTHERS rN A RHSPONSfBLE
135.
AND l'f.A.TURE WAY. THIS EDUCATION TOWARDS FREEDOlf WILL BE
FOR. MANY OF ITS STUDENTS A STEP PING S TONE TO GO FUR. THEFt
AND FIND THE ULTIlfATE FULFILLMENT OF THEIR FREEDOM IN
CRR IST.
THE SIGN THA T CALLS FOR TH IS "STEP BEYOND" SHOULD
BE THE ACTIYE1 STIWULATING AND IN~ITING LIFE OF THE
COMMUNITY OF 'l'HE CHR ISTIANS WITHIN THE SCHOOL.
CODCLUS ION
THE TOPfC OF THfS PAPER, AS STATED fN fTS fNTRO
DUCTfON, WAS TO D fSCUSS THE ROLE AND S fGMfFfCANCE OF
OUR CATHOLfC SECONDARY SCHOO~S WfTHfN THE WHOLE PfCTURE
OF THE DEVELOPING CHINESE SOCfETY AND ALSO TO INDfCATE
SOME BAS fC GUrD fNG PEDAGOG fCAL PRINCfPLES FOR THE
CATHOL IC E DUCATrON G rVEN fN THESE SCHOOLS.
WE WANTED TO S fTUATE THrs WHOLE PROBLETf wrTHIN THE
WHOLE PfCTURE OF THE CHrffESE SOCrETY AND CULTURE. THERE-
FORE, WE STARTED wrTH A nORE FUNDATfENTAL AND BROADER
STU DY OF THE CHANG rNG CHrNESE SOC rE TY AND fTS VALUES,
NARROWrNG DOWN OUR FOCUS GRADUA~LY WHILE DrSCUSSrNG
DfFFERENT RELATfNG SUBJECTS fN THE SUBSE~UENT CHAPTERS:
CHrNESE EDUCAT rON, THE CATHOL rc CHURCH fN TA rWAN, AND'
CATHOLfC EDUCATrON. WE FfNALLY CENTERED OUR ATTENTrON
ON THE PEDAGOGY OF OUR CATHOLfC SECONDARY SCHOOLS fN
TA fWAN.
A SOCfO-CULTURAL AND PSYCHOLOGrc.ALSTUDY OF THE
CHfNESE SOCfETY, THE FA71fLY, AND fTS YALUES HAS SHOWN
US, fN OUR FfRST CHAPTER, THE fNCONGRUfTfES fN THE UN
CHANGED APPLrCATfON OF TRADfTfONAL VALUES fN A NEW
SOCrETY. OLD VALUES WERE'SHOWN TO BE GROUNDED ON
136.
1'37.
ARISTOCRATIC PRINCIPLES WHILE THE NEW SOCIETY AND ITS
WHOLE WAY OF LIFE IS BASED ON DEffOCRACY.
THE INFORffATION AND GENERAL EVALUATION OF THE
CHINESE SCHOOL SYSTEff CONFrRffED THIS CONCLusrON OF
CHAPTER I, NAffELY THAT HERE ALSO NEW PRINCIPLES WERE
PROCLAlnED WHILE THE OLD VALUES WERE LIVED fN THE
TRADITfONAL WAY.
IN THE THIRD CHAPTER, WE WENT fNTO A STUDY OF THE
CATHOLIC CHURCH IN TAfWAN. WE FOUND THAT, W'FHLE THE
CH.URCH IS GENERAL LY PR.A ISED BY A UTHOR IT IES AND PEO PLE,
THIS PRAISE DOES NOT ALWAYS REFER TO THE ffESSAGE WHICH
THE CHURCH fNTENDS TO BRfNG. BESIDES, fN THrS AGE OF
CHANGE, WHERE ALL OTHER RELIGIONS ARE ~UESTIONED BY THE
CHINESE, THE CATHOLIC CHURCH IS ALSO QUESTIONED. THIS
T1fGHT BE FOR. us A STfnULATING REASON TO ~UESTrON OUR
PRACTICES AND THE ffETHODS OF OUR APOSTOLATE.
CATHOLIC SECONDARY EDUCATION HAS GROWN FROff ALMOST
NOTHING TO ~UITE AN IffPRESSIYE AND GENERALLY PRAfSED
SYSTEff OF SCHOOLS. OUR OBSERVATIONS, DISCUSSED IN
CHAPTER IV, BROUGHT US TO THE CONCLUS I ON THAT WE HA VE
COT1E TO A PO INT WHERE WE ffUST DEFfNE CLEARL Y OUR OWN
PR.INCIPLES, LEST WE LOSE OUR CHRfSTIAN IDENITY.
138.
THIS IS WHA'I' WE !'RIED '1'0 DO CN '1'HE FC,.!'H AND LAS!'
CHAP'1'ER. WE '1'RIED '1'0 LAr DOWN THESE BASIC PRINCIPLES
WHICH CO ULD BE S Ul'fl'UR IZED AS ,. OLLOWS: ED UCA '1' rNG !'HE
CHILD TOWARDS FREEDon THROUGH THE RADIA'l'lON OF '1'HE AC
'1'IYE AND S'1'InULA'1'ING LIFE OF THE COMl'fUNl'l'Y OJ" CHRtB!'lANB
WITHIN THE SCHOOL SIGNIFYING ClfR.IST l'UY EYENTUALLY BRCNG
'1'HE STUDENT '1'0 HIS FIRS'1' AND SAVING ENCOUN!'ER. WI7'H
eRR I S'1'.
FINAL CONCLUSION
THEREFORE, WE WISH '1'0 STATE AS THE GENERAL AND
FINAL CONCLUS ION OF THIS PAPER:
139.
1. ONLY WHEN OUR SCHOOLS BRING THE CHINESE CHILD
'1'0 THE DISCOVERY OF HIS TRUE SELF AND TEACH Hlff TO LIVE
HIS FREEDOif, WILL THEY GIVE .A REAL EDUCATION '1'0 THEIR
STUDENTS.
2. ONLY WHEN OUR SCHOOLS DO EVERYTHING POSSIBLE
TO CREATE A REAL COfff1UNrTY L [FE AlfONG THE GHRrSTIANS IN
THE SCHOOL WILL THERE BE A TRUE EDUCATrON IN THE FAITH.
Doc TR ['fIE CLASSES WILL NOT BE. IN G ABOUT THE SA V ING EN-
COUNTER WITH GHTUST. THE CHRISTIAN COffHUNITY WILL.
1140.
FOOTNOTES
lCRrNA YEAR BOOK 1965-1966, (TAt PEr: CHrNA PUB-LlSHlNG Co., 1966), P. 55. -
2HARCEL GRANEf', LA HENf'ALlTE CHlNOISE, f'RANS. JEROffE J. HEYNDRlCKX (PARtS: EDff'lONS UNtYERSff'AlRES PARrs, 1927), P. 080.
oJ. LEGG, THE FoUR BOOKS (TAIPEI: CHUIIG HUA PUBLrSHfNG CO., 1959), P. 89.
4ANDRE CHIH, L'oCCrDENf' YU PAR LES aHrNOrB (PARrs: EDrf'xoNs DE L'ORANTE, 1963), P. 13.
DJEAN LACROXX, FORCE AT FArBLESSE DE LA FAnrLrE, TRANS. JEROffE J. HEYNDRrcKs (PARlS, ED. DU SEUlL, 1948), P. 122.
6TArPEr, HXNlS'1'RY 01' EDUCAf'rON, SECONDAY EDucATroN XN TArwAN, (TAEPEr, 1964), P. 8.
7ABUL SASSANt, EDucATroN IN TAlWAN, U. S. DEPARTl!ENf' OF HEALTH, EDUCATION AND WELFARE, ~ASFrNGTON, 1945), P. 6.
8TAlPEr, lfrNrSTRY OF EDUCATrON, EDUCATXONAL STATrSf'tCS OF THE R.,O.C., TAlPEl, 1964), P. 10.
9JERO l£ J. HEY"DRtCKX, "L 'EDUCATlO" E" CHr"E NATloNALrsTE" (UNPUBLlSHED THESlS, LrBRARY OF THE INSTtTUT SUPERtEUR DE PEDAGOGtE, PARrs, 1966), P. 101-121.
10STANDFORD RESEARCH INS'1'fTUf'E, THE ROLE OF EnUCATrONAL PLANNrNG tN THE Ero NOTfrC DEYELOP7fENT OF THE REPuBLfC OF CHrNA (1964), P. 85.
141.
l1SUN lA'l' SEN AND CHrANO KAl SHEK,THE THREE fRlN5lP£ES OF DEnOCRAcr (TAlPzt: CHrNA PUBLtSHrNG CO., 196$ , p. 256.
lBLoutS CHrNG HStN WEl, LA POLtr! UE l1tSStONNAl E DE kA FRANCE pE 1846 A 189a PARtS: LArtNES, 1 6,
l~DR. CONsrAN'rtNO, T~ PHlLtPPtNES AND t'1'S USABLE PAST PROOAESS (l1ANtLA: H. T. PUBL tBHtNO Co., INC., 1960), P. 18.
14TEX'r rAKEN BY 'rHE AumOR ,.11,011 NEWSPAPER AND 'rAANSLA'rED tN'rO ENOLtSH, GA,Er 'AN AN'rflEAPEN, DECElIBEA 5, 1964.
10RBr• VAN HECKE, C.1.C.N. DE ALOZ~NE l1tSStE~'rHOD. TOEGEPASr rN TAtflAN (LEurEN, S'r. JOSEPH SZlItNARr, POLrcopr, 1964), P. 76.
16CA 'l'HOLtc Dll!ECf'ORr 0' fA {WAil (TAl PIl t: HUA I1tNo PJtIlSS, 1964), P. 187, AND
TAtPEt, HrNtS'rBY OF EDUCA~lON, $DUCA'rtONA£ Sf'A'1'tS'1'tCS OF fORE R. O. C. (TAtPBl, 1964), P. 11.
1.?DtEf'lllCB 90N80.I'I'EA, LlC. TOOErHB8. (LONDON SCH FRESS, LrD., 1965), P. 10.
18R.,.. A. LtEOE, THEOLOQ til PA8'1'08AkE (PAA t8: 1NB'rt'l'U'1' SUPER tEUTt DE PAS'1'ORALE CA 'rECHI£'1' f(lUE, POLYCO pr. 1964:), P. 84.
1.9SrANI'ORD RESEATtCH INsrt'1'u'rE, OPt crt •• P. 96
aOHJCNAl COLAS, RzrltEXtONS SUR It'AU'rHOIllr8: (PAIlla: CHATtONNE, POLrCOPY, 19661 P. 8.
a 1. I I C Ott. 6: 17.
aaR 0 11. 8: 15.
aSCA '1'HOLrC DrIlEC'1'Oar 0,. TArflA" P. 18S.
24REV• LE Du, L'APPROPRrATtoN DE L'EVENBNENr (PARrs: I.B.P.C •• 1964), P. 6.
142.
25NsOR • A. HBtEN. L'HoKKZ EN Lut-HE~, (PARtS: I.S.P. C., 1964), P. 4$.
:t4S.
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